USING
DIGITAL STORYTELLING AS AN ALTERNATIVE MEDIA IN TEACHING SPOKEN NARRATIVE TEXT:
A CASE OF THE TENTH GRADE STUDENTS OF SMA NEGERI 1 SUBAH IN ACADEMIC YEAR
2012/2013
By
Dias
Andris Susanto and Primanda
Putri Utami
English Department Education
IKIP PGRI SEMARANG
Abstract
This study
intended to know the development of the student’s ability in speaking
especially spoken narrative text by using digital storytelling. The objectives
of this study are 1) to describe the ways of the teacher in using digital
storytelling as an alternative media in teaching spoken narrative text, 2) to
find out the problems faced by the teacher and students in teaching learning
spoken narrative text by using digital storytelling as an alternative media, 3)
to provide the possible solutions to overcome the problems in teaching spoken
narrative text by using digital storytelling as an alternative media.
One kind of
multimedia that can be used in teaching spoken narrative text is digital
storytelling. Digital storytelling is a modern art of storytelling that
combining narrative with digital content including images, sound, and video, to
create a short movie. The population of this study was the teachers and
students of the tenth grade students of SMA Negeri 1 Subah in academic year
2012/2013. The writer used random sampling technique. The writer took class X.2
and class X.7 as samples. The instruments used to collect the data were
observation, questionnaire, and interview. The observation held to know how
digital storytelling was applied in the class. After the writer did
observations, the writer gave questionnaire to the students to know their
experience during teaching learning process. The writer also conducted
interview to the teachers. The data were analyzed to find out the problems
emerged during the teaching learning process and how they should be solved.
There were some
problems faced by the teacher and students in teaching learning process. For
examples, some students did not understand the material clearly, the students
did not pay attention to the teacher’s explanation, some students were not
active in the class, most of the students were lack of vocabulary and low
grammar mastery, and they felt shy and did not dare to speak English.
For the
problems, the writer suggests some possible solutions. The teacher should give
more information and might repeat the explanation to make it clear. Then the
teacher warns the students who do not pay attention to the teacher explanation.
Next, the teacher should repeat the digital storytelling to help the students
understand the story. At last, the teacher asks the students to memorize ten
words everyday and she explains clearly about the students’ mistake in grammar.
The students also should practice speaking English with their friends.
Keywords:
digital storytelling, media, teaching speaking, narrative text.
INTRODUCTION
A.
Background of the Study
The main purpose of English teaching is
to improve student’s skills in using language in real communication. One of the
productive skills that students have to be improved is speaking. To be able in
speaking, students have to understand in using vocabularies, diction,
pronunciation, intonation, fluency and also grammar.
A teacher as an educator and facilitator
for the students should have certain methods and media, which are employed in
teaching learning process. The teacher must choose and develop both the
teaching learning process and the most suitable methods and media for teaching
English in order that students can improve their language skills.
Usually students can create narrative
text only in written form but when they are ordered to retell the story in
spoken form, in fact they will get difficulties, mostly when they are trying to
speak in English. It is because students seldom practice speaking English in
their daily life. Speaking or retelling a story in English is a difficult task
for Indonesian’s students.
Looking from the problem above, using
many variations in teaching spoken narrative text which are more creative and
interactive is necessary. In order to create interactive speaking class and to
make students doing more practice, it is better for teacher to provide media as
teaching aids. There are three kinds of media namely audio, visual, and audio-visual.
Audio visual aid is a good teaching media because it is supported both audio
and visual.
In language teaching, motion picture is
one of audio visual aids. Students are interested in motion picture because
they can watch and listen in same object. In this modern era, technology
develops very quickly. One of motion picture that can be used as media for
teaching is digital storytelling. This is one of modern media which can support
teacher in their teaching especially in narrative text.
Digital storytelling
can help teacher in creating a creative media in order that the students will
have high enthusiasm in teaching and learning process. This media also can help
students for improving their speaking skills. By using this media, the students
are forced to be more creative in expressing their ideas through speaking. It
is hoped that digital storytelling can be an alternative media for teaching
spoken narrative text and can be a trigger for the students eager to speak in
English especially retelling a story which is narrative text.
B.
Statements of the Problem
Based
on the background of the study above, the writers formulates the statements of
the problem as follows:
1. How does the teacher use digital
storytelling as an alternative media in teaching spoken narrative text to the
tenth grade students of SMA Negeri 1 Subah in academic year 2012/2013?
2. What are the problems faced by the
students and the teacher in teaching and learning spoken narrative text by
using digital storytelling as an alternative media to the tenth grade students?
3. What are the possible solutions to
overcome the problems in teaching spoken narrative text by using digital
storytelling as an alternative media to the tenth grade students?
C.
Objectives of the Study
Based
on the formulation of the problem above, the main objectives of this study can
be stated as follows:
1. To describe the ways of the teacher in
using digital storytelling as an alternative media in teaching spoken narrative
text to the tenth grade students.
2. To find out the problems faced by the
teacher and the students in teaching and learning spoken narrative text by
using digital storytelling as an alternative media to the tenth grade students.
3. To provide the possible solutions to
overcome the problems in teaching spoken narrative text by using digital
storytelling as an alternative media to the tenth grade students.
REVIEW OF
RELATED LITERATURE
A.
Narrative Text
One
of text types that tells story is narrative. This kind of text has its own
structure differ from other text types. In this final project, the writer
chooses Anderson and Anderson from their book Text Type in English as the only source of narrative text. The
writer consideration is because there are a lot of sources of narrative text
which are used in Indonesia and written from many different authors. By using
only one book, the writer can be more focus in doing this final project. According
to Anderson and Anderson (2003:6), the narrative text type tells a story. Its
purpose is to present a view of the world that entertains or informs the reader
or listener. Narrative is a text containing five components: orientation,
complication, sequence of events, resolution, and coda, by which a writer
amuses, entertains people, and to deal with actual or vicarious experience.
An
orientation (beginning of a text) in which the narrator tells the audience
about who is in the story, when the story is taking place and where the action
is happening. The second is a complication. It sets off a chain of events that
influences what will happen in the story. The third is a sequence of events
where the characters react to the complication. The fourth is a resolution in
which the characters finally sort out the complication. The last is a coda that
provides a comment or moral based on what has been learned from the story (an
optional step).
1. Social function of a narrative
A
narrative is a piece of text which tells a story and, in doing so, entertains
or informs the reader or listener.
2. Generic structures of a narrative
a. Orientation
In
this paragraph the narrator tells the audience who is in the story, when it is
happening, where it is happening and what is going on.
b. Complication
This
is the part of the story where the narrator tells about something that will
begin a chain of events. These events will affect one or more of the
characters. The complication is the trigger.
c. Sequence of events
This
is where the narrator tells how the characters react to the complication. It
includes their feeling and what they do. The events can be told in
chronological order (the order in which they happen) or with flashbacks. The
audience is given the narrator’s point of view.
d. Resolution
In
this part of the narrative where the complication is sorted out or the problem
is solved.
e. Coda
The
narrator includes a coda if there is to be a moral or message to be learned
from the story.
3. Language features of a narrative
a. Specific characters
b. Time words that connect events to tell
when they occur
c. Verbs to show the actions that occur in
the story
d. Descriptive words to portray the
characters and settings
4. Types of narrative
There
are ten different types of narrative:
a. Humor
A
humorous narrative is one that aims to make audience laugh as part of telling
story.
b. Romance
The
romance narrative typically tells of two lovers who overcome difficulties to end
up together.
c. Crime
A crime novel
could also include romance and mystery.
d. Real-life fiction
The
narrative uses setting in the present in which tells daily live stories.
e. Historical fiction
Historical
fiction uses setting in the past in which describe a period of history.
f. Mystery
This narrative
tells story in which a mystery inside.
g. Fantasy
Fantasy
narrative uses a setting in another dimension with gods, witches, wizards, and
so on. The characters usually have magical power.
h. Science fiction
Science
fiction narratives use a setting involving science and technology.
i.
Diary-novels
This
type of narrative has the text presented like diary entries.
j.
Adventure
An adventure
narrative could include humor and romance.
B.
Digital Storytelling
1. Definition of digital storytelling
One of alternative media in
teaching is digital storytelling. DeNatale (2008:2) defines digital
storytelling as the modern expression of the ancient art of storytelling.
Another definition of digital storytelling is the practice of combining narrative
with digital content including images, sound, and video, to create a short
movie, typically with a strong emotional component. Sophisticated digital
stories can be interactive movies that include highly produced audio and visual
effects, but a set of slides with corresponding narration or music constituted
a basic digital story. Digital stories can be instructional, persuasive,
historical, or reflective. Storytelling can be effectively applied to nearly
any subject. Constructing a narrative and communicating it effectively require
the storyteller to think carefully about the topic and consider the audience’s
perspective.
The writer draws conclusion about
definition of digital storytelling in which it revolves around the idea of
combining the art of telling stories with a variety of digital multimedia, such
as images, audio, and video. All digital stories bring together some mixture of
digital graphics, text, recorded audio narration, video and music to present
information on a specific topic. Digital stories revolve around a chosen theme
and often a particular viewpoint. The stories are typically just a few minutes
long and have a variety of uses, including the telling of personal tales, the
recounting of historical events, or as a means to inform or instruct on a
particular topic.
2. Elements of digital storytelling
In creating digital storytelling,
we have to consider some elements of digital storytelling. According to Engle
(2013:4), there are seven elements of digital storytelling. These elements
require considerations for every story and determining the balance each element
occupies in the story can take a lot of thinking and re-thinking. The seven
elements are as follows:
a. Point of view
Point
of view is defined as what the perspective of the author. Stories are told to
make point and should not be presented as a recitation of mere facts. Define
the premise of our story so that all parts can serve to make the point.
Consider our audience and direct the point to them.
b. Dramatic question
A
dramatic question is a question that will be answer by the end of the story. We
can capture our audience’s attention at the beginning of the piece and hold
their interest throughout. We also can pose the dramatic question in the
opening lines and resolve it in the closing lines.
c. Emotional content
Emotional
content is serious issues that speak to us in a personal and powerful way.
Emotional content can help hold our audiences attention. The images, effects,
music and tone of voice all lend to contributing emotion to the piece. We might
keep the elements consistent with the emotion of the moment.
d. Voice
Gift
of our voice is a way to personalize the story to help the audience understand
the context. We might take time to practice our script so we can speak in a
conversational voice.
e. Soundtrack
Soundtrack
is music or other sound that support the storyline. The right music can set the
story in time and can convey emotion. Play music behind an image and a specific
emotion is generated. Change the music behind the same image and an entirely
different emotion is experienced. Sound effects can add tension and excitement
to a piece.
f.
Economy
We
have to simply put, using just enough content to tell the story without
overloading the viewer with too much information. Don’t give every minute
detail to clarify our story, let our audience fill in some of the blanks.
g. Pacing
It
deals with how slowly or quickly the story progresses. The rhythm of the piece
is what keeps our audience’s interest in the story. Changing pace within the
story can facilitate moving the audience from one emotion to another. Music
tempo, speech rate, image duration, and panning and zooming speed all work to
establish pace. Generally pace will be consistent, but one in a while it will
pause, accelerate, decelerate, stop or blast-off. Trust our own senses, we all
move at our own pace.
METHODOLOGY OF
THE RESEARCH
A.
Approach of the Research
There
are many kinds of research design, and one of them is a descriptive research.
This research conducted a descriptive research with qualitative approach. It is
meant to give description of a phenomenon systematically, factually and
accurately.
According
to Burns (2003:22), the aim of qualitative approach is to offer descriptions,
interpretations and clarifications of naturalistic social contexts. Qualitative
research draws on data collected by the researcher to make sense of the human
behavior within the research context.
B.
Objects of the Research
1. Population
According to Brown (2005:71), a
population is the entire group of people who are of interest in a particular
survey. It means that population can be defined as a group of people or objects
which have similarity in one or more cases and establish the main problem in a certain
research.
In this research, the population
was 304 students from eight classes of the tenth grade students of SMA Negeri 1
Subah in academic year 2012/2013.
2. Sample
The
sample of a research is the person from population who are chosen to
participate in this research. Brown in his book (2005:72) writes that sample is
a subgroup of the people that is representative of the whole population. In
using a sample, data can be practically, efficiently, and effectively
collected. A good sample is one that
representative of population, which is selected.
In
this research, the samples were X.2 class and X.7 class of SMA Negeri 1 Subah
in academic year 2012/2013.
3. Technique of sampling
In
this research, the researcher used random sampling. Brown (2005:72) states in
random sampling each individual in the population must have an equal chance of
being selected. Moreover, random sampling might not provide for selection of
people from each of the subgroups in the population.
C.
Instruments of the Research
The
instruments are needed to get the accuracy of the data in the research. The instruments
are able to indicate whether the research is successful or not. In line with
the research design is qualitative, so the main instrument was the researcher. The
researcher here is considered to be human instrument. Other instruments were
interview sheets, observation sheets and questionnaire sheets. Data should be
created and made correctly, so it produced the real data. The instruments were
as follows:
1. Interview sheets
The
interview is flexible because the sequence of questions might be changed and is
adapted to the condition and situation of interview.
The
interview was about the use of digital storytelling as media in teaching spoken
narrative text included its problems and the possible solutions to overcome the
problems. In this research, the researcher interviewed the English teachers of the
tenth grade of SMA Negeri 1 Subah.
2. Observation sheets
In
collecting data, the researcher used observation sheet as an instrument to
guide in observing teaching and learning activity using digital storytelling as
a media.
The
observation sheets consisted of two parts. The first part was to observe the
teacher and students in teaching learning process. The second part was to
observe the activities of teaching learning process.
3. Questionnaire sheets
This
instrument contained questions about what students experienced after being
taught narrative text by using digital storytelling as a media to strengthen
the validity of the data from the instruments of interview and observation
sheets. It was given to the students which were taught by the teacher.
There
were 20 items in this questionnaire about students’ response to teach spoken
narrative text by using digital storytelling as media. There were five options
for the statements. The options were “Strongly Agree”, “Agree”, “Undecided”,
“Disagree”, and “Strongly Disagree”. “Strongly Agree and Agree” means that the
respondents supported the statements, but if the respondents chose “Disagree
and Strongly Disagree”, it means that they did not support the statement.
“Undecided” means that the respondents were in neutral condition.
D.
Methods of Data Collection
In
collecting data, there are some methods to get data. In this research, the
methods of data collection were observation, interviews, questionnaires,
documents, and photographs. In collecting data, the researcher did two
techniques, consist of:
1. Library research
Library
research refers to the activity of using the library facilities. The researcher
tried to search for data, information, and ideas from the relevant authors as the
basic theories, which supported the researcher’s ideas for the research. The
researcher also found out supporting ideas from the school’s document to obtain
the data of the tenth grade students and the English teacher of the tenth grade
students of SMA Negeri 1 Subah who became the object of the research.
In
addition, the research included collecting data from the World Wide Web as well.
It is done to complete the information beyond the books from the library and to
up date the information.
2. Field research
It
refers to the activity of data collection from the object of the research. In
the field research, the researcher used a school as the source of the data. The
school was SMA Negeri 1 Subah which located in Jalan Raya Jatisari Subah. In
collecting data, the researcher came to the school to get permission for doing
the research and made the schedule of the research. In this research, the
researcher collected the data using five methods, they were:
a. Interviews
The
researcher conducted individual interview which is interview with respondent on
a one-to-one basis. Such personal interview is allowed for gathering data
privately. This interview held to know the teacher’s opinion about the use of
digital storytelling as a media to teach spoken narrative text.
b. Observations
This
observation conducted to know the use of digital storytelling as an alternative
media in teaching spoken narrative text to the tenth grade students. In this
research, the researcher acted as the passive participant observer. It means the
researcher did not interact with the students as a teacher.
c. Questionnaires
In
this research, the researcher used closed questionnaire. It helped the
respondents to answer as soon as possible, and also helped the researcher in
analyzing the data. The researcher used closed questionnaire to know the
problems of teaching spoken narrative text by using digital storytelling media
based on students’ opinion.
d. Documents
The
researcher gathered documents from the school administration in order to
collect the data.
e. Photographs
The
researcher took some photos during the teaching learning process in using
digital storytelling as media to teach spoken narrative text.
E.
Methods of Data Analysis
Since
the research was qualitative one, the analysis of the data is presented in
qualitative way, non statistic analysis. In this research, the researcher used
the method of analyzing data by qualitative approach. The qualitative approach
is used to analyze data from the non-test data as observations, interviews, and
questionnaires.
Huberman
and Miles in Brown (1994) divide qualitative data analysis into three
subordinate processes and argue that all three of these subordinate processes
should be occurring before, during, and after data collection. The three
subordinate processes are as follows:
1. Data reduction
In
this research, when researcher created instruments for the research, data
reduction is used as the first process. If there is some unimportant data, the
researcher would reduce them until the researcher got valid data. After
collecting data, the researcher also did data reduction to reduce data which
did not support the research.
2. Data display
In
data display, the researcher analyzed the result from observations, interviews,
and questionnaires. The researcher sorted data in order to help the researcher
in analyzing and drawing conclusion.
3. Conclusion drawing and verification
In
this research, the researcher did conclusion drawing as the last step of
analyzing data from observations, interviews, and questionnaire. The researcher
drew conclusion from displayed data in order to interpret data. Conclusion
drawing is showed in the last chapter of this final project. However, the
researcher did not do verification in this process of analyzing data.
RESEARCH
FINDINGS
In this research, the
writer focused the study on investigating how the teacher uses digital
storytelling as media in teaching spoken narrative text, identifying the
problems faced by the teacher and the students during the teaching and learning
process, and finding out the possible solutions to overcome the problems faced
by the teacher and the students.
Based on the research
findings, the writer found that the teachers are able to apply the digital
storytelling as an alternative media in teaching spoken narrative text to the
tenth grade students of SMA Negeri 1 Subah in academic year 2012/2013.
The discussion
discusses about the way of the teacher in teaching spoken narrative text then
the writer gives evaluation. The evaluation based on three aspects: (1) the
ways of the teacher in teaching spoken narrative text by using digital
storytelling as media, (2) the problems faced by the teacher and the students
during the teaching learning process, and (3) the possible solutions to
overcome the problems that faced by the teacher and the students during the
teaching learning process by using digital storytelling as media.
1.
The
teacher ways in teaching spoken narrative text by using digital storytelling as
media
Based on the research
findings, the writer found the techniques of the teacher in teaching spoken
narrative text by using digital storytelling as media.
The several steps or
techniques are:
a. Asking the students’ favorite story. The
English teacher asked this to know the students knowledge of narrative
text.
b. Presenting the material and asked the
students to do the exercise. To know the students understanding of the
material, the teacher asked them to do the exercise.
c. Presenting the digital storytelling.
After presenting the digital storytelling, the teacher asked them to make a
draft of their storytelling.
d. Monitoring the students in making their
storytelling draft. The teacher also helped the students to solve their
difficulties in creating their storytelling draft.
e. Evaluating the students’ result in
retelling story. The teacher gave corrections and explained about the students’
mistakes.
As the result of the
observation, questionnaire, and interview, the writer found that media is one
of particular thing which very important in teaching learning process. The use of
digital storytelling as media is one of teacher’s techniques to make the
teaching learning process become more effective. The digital storytelling can
help the students delivering their ideas in retelling story. Moreover, they
also interested in the digital storytelling as media in teaching learning
process.
2.
The
problem faced by the teacher and the students
From the result of the
observation, questionnaire, and interview, the writer found some difficulties
faced by the teacher and the students by using digital storytelling as media in
teaching learning activity. The writer concluded that there are some problems
that teacher and students faced in teaching learning activity through digital
storytelling as an alternative media.
The most problems faced
by the teacher came from the students’ ability in English skills. They still
have paradigm that English is difficult subject, they do not know that English
is a language as well as their own language. It could be studied if they want
to study it. Another problems faced by the teacher, she found that there were
some students that still did not understand the materials. It is caused by the
difference of the capability level of the students to understand the material
and because some students did not pay attention to the teacher explanation. The
teacher also found that there were some students who did not understand the
story which is presented by digital storytelling. It can be caused by students’
low vocabulary mastery. The teacher also felt difficult to make the students
active in class. In teaching learning process, the students must be active but in
fact some students could not do it. It is because they just kept silent, shy
and did not dare to speak. Another problem faced by the teacher is preparation
for the equipments (laptop, LCD, and speaker), this preparation took times in
order to make the teaching learning process less effective.
The problems faced by
the students are: (1) some of the students did not understand the material
because they did not pay attention to the teacher’s explanation and their low
capability level of the students in understanding the material, (2) most of the
students were lack of vocabularies, (3)
some of the students had misunderstood about the grammar used of narrative text,
and (4) some students felt shy and do not dare to speak up.
3.
The
possible solutions to overcome the problems
After the writer held
the research and collected data, the writer made some conclusions. To solve the
teacher’s problems, the English teacher must have better time management in
order that she can prepare the equipments effectively. Then the teacher must be
patient to give information about material to the students. To make the
students keep pay attention, the teacher should warn them occasionally. The
teacher also should give motivation to the students in order that they dare to
speak and active in the class.
The students should
focus to the teacher explanation, so that they can understand the material.
They also might ask the teacher if they still do not understand the material.
Moreover, they should learn and read more about the material. The difficulty in
mastering vocabulary can be eliminated by reading more books, consulting
dictionary, listening English songs, and watching English movies. The teacher
also might ask the students to memorize at least ten new words everyday. The
students’ difficulty in applying grammar can be overcame by learning more about
grammar and doing as many as possible exercise in applying grammar pattern. The
teacher should explain more about grammar to the students and ask the students
about which parts of grammar that are difficult for them. In addition, the
teacher should remind the students to be careful in choosing the appropriate
words and suggest them to consult dictionary. It can make the students master
both grammar and vocabulary. The students should also practice speaking English
with their friends if they still feel shy and do not dare to speak English in
front of the class. It can make their English become better and better if they
keep on practicing speaking English everyday.
SUGGESTIONS
Based on the writer’s experiences during
the research, she would like to suggest some possible solutions, as follows:
1.
To
the English teacher
The English teacher
should motivate the students to enlarge their knowledge about a lot of
information. The teacher should attract the students to speak and express their
ideas based on the digital storytelling that they watch. The teacher also
should give motivation to the students in order to make them dare to speak
English.
2.
To
the students
They must study hard in
order to be able to master the material especially in narrative text. Besides,
they should improve their vocabularies, their understanding in grammar, their
comprehension of the story, and also fluency and pronunciation in speaking. The
students also should practice speaking English with their friends to improve
their speaking skills.
3.
To
the other researchers
The writer realizes
that this research is being far for perfect. There are still many weaknesses
dealing with the observation that have been done by the writer. Actually, the
data will be more complete if the writer can observe the result of evaluation
or compare it with another Senior High School to know whether the teaching
learning process is effective.
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