RESEARCH DESIGN RESEARCH METHODOLOGY

The paragraph above clarifies in general the procedure for the mixed- method design employed in this research. The following is the procedure, in more detail, for conducting the experimental and qualitative survey design. The procedure was started by setting up the research questions. Then, the literature review was conducted. After that, the conceptual framework is established, the hypotheses were formulated for the first and second research question and the pre-figured themes were established for the third research question. To verify the hypothesis and to get responses from the students about the use of FLAP in learning listening comprehension, data collection process were necessary. Before collecting data, an observation to the school was conducted to know the real situation of the research subject and the conditions where the research would be implemented. The observation was conducted. Available resources and possible constraints were identified. This was important for establishing control to the experimental study. From the discussion with the teacher, three classes were selected for the study. This selection was based on the teacher’s opinion since the teacher has experienced with the students. So, the teacher was able to predict the students’ competence. In this case, the selected classes were those which have approximately the same competence in English. After selecting three classes, the random selection is done cluster random sampling. The control group was class XA while the experimental group was class C. Class B was selected as the pilot test class. After the subject of the research was ready, the instruments were created. The instruments were in the forms of listening test and listening strategy questionnaire. The instruments were validated conceptually and empirically. Conceptually, the blue print was made while empirically the pilot test was conducted. To validate the instruments conceptually, a consultation to the lecturer and the English teacher was done. The content of the test was based on the syllabus and the indicator was based on the listening comprehension skills proposed by Goh 2002: 2. Meanwhile for the interview, the interview guideline was made to reveal the students’ responses. The guideline contains mostly the general questions since this would be followed up with questions developed during the interview semi in-depth interview. After conceptual validation, the empirical validation was done. The pilot test was conducted to class XB. The test and questionnaire of listening strategy were administered to the students. There are 25 questions for the pilot test of listening comprehension. After analyzed using ITEMAN, 4 items were not valid. Therefore, there were only 21 items which were valid and 20 items which were used for the real test. Meanwhile, for the questionnaire, there were 45 items for the pilot test. After analyzed by using Pearson Product Moment Correlationin SPSS 17 Program to obtain the valid items, there were 37 items which were valid. However, only 35 items were used in the later stage to make it easier for conducting the calculation. After the pilot study, the pre-test was conducted. The scores were obtained and analyzed. The normality and homogeneity were also checked. Then, preparation for conducting the treatment was done. In conducting the treatment, the independent variable was manipulated. In this case, the independent variable which was manipulated was the learning technique FLAP and non-FLAP. The listening strategy was also the independent variable but this is not manipulated. Since the treatment is teaching listening comprehension, so the preparation was related to the text material, audio, exercises and learning activities.Then, treatment or the teaching-learning process was conducted. The researcher acted as the teacher in both classes experimental and control class. In delivering the lessons, the approach of teaching-learning process was considered and also the amount of time. The treatment was conducted in three meetings. Each meeting lasts for 100 minutes. In addition to the meeting in the classroom, the independent learning activities at their home was also done by students. The teacher gave the homework and feedback in the following meetings. There were 6 materials they should learn. During the listening learning process, students learn how to identify the main idea of the spoken text, identify the detail information, and draw the inference. Generally, the teacher researcher started each lesson with a pre-listening activities such as reviewing the lesson that they have learned at home and preparing vocabularies and background knowledge for the next lesson. After the warming-up activities considered sufficient, the teacher moved to the main listening activities, that is listening the materials through the audio in the classroom. In this stage, students learned how to identify main idea, to identify detail information and to draw inference. The first material might be the model of the spoken text. The students listened to it and did not allowed to take notes. The students were asked the general information about the text, for example the main idea of the text. Then, the teacher showed the questions to the students. The students and the teacher discussed the question to make sure that all of the