Wawan Hendrawan, 2013 Engaging Students By Using Humorous Video Ads in English Listening Skill Subject
Universitas Pendidikan Indonesia
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participants were absent. These participants were R3, R5, R7, and R8. R3 did not attend the observation one time, R5 two times, R7 one time, and R8 one time.
Three humorous video ads were shown in every observation phase. Consequently, there were eighteen humorous video ads were played see appendix I in all observation phases.
Regarding the assessment of student s’ behaviors before, while, and after studying the humorous
video ads, the characteristics of student engagement proposed by Jones 2009 and to some
extent Skinner and Belmont 1993 were used as guidance as well as an analytical tool.
Meanwhile, for the selection of the videos, the researcher used the criteria proposed by Arcario 1993 like watch ability, completeness, length, appropriateness of content, level of maturity, and
availability of related materials. Even though, the researcher used the selection criteria as proposed by Arcario 1993, the researcher chose the humorous video ads by himself. This was
the limitation of this research since this selection would cause bias.
3.3.2 Questionnaire
Questionnaire was used to answer the research questions and to support the observation data Alwasilah, 2006. Questionnaire was administered to the nine participants R1, R2, R3, R4,
R5, R6, R7, R8, R9. Five questions were addressed to every participant see appendix III. Questions available in the questionnaire covered some aspects which were investigated in this
research. The aspects which were included embraced the student engagement indicators, disadvantages, and advantages while and after the participants studying the humorous video ads
in the English listening skill subject. The questionnaires were written in Indonesian to ensure the participants’ complete understanding of the items. The type of questionnaire used was a mixture
from open-ended and close-ended type. This was chosen to make the participants able to give a
Wawan Hendrawan, 2013 Engaging Students By Using Humorous Video Ads in English Listening Skill Subject
Universitas Pendidikan Indonesia
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very complete and a truly free answer as well as certainty to their position Frankel and Wallen, 1996.
The questionnaire data were gained in three steps Bernhardt and Geise, 2009. First, the questionnaires were distributed to all participants. Second, the questionnaires were taken after
being filled by the participants. Third, the questionnaires which had been answered were collected and submitted to the researcher.
3.3.3 Interview
Interview aimed to clarify the data gained from the observations and questionnaire Frankel and Wallen, 1996. The interview was conducted in a semi-structured style with open-
ended questions. The interview was followed by nine interviewees R1, R2, R3, R4, R5, R6, R7, R8, R9 and was conducted individually. It contained two questions see appendix IV and lasted
for 5 minutes. Questions available in the interview covered some aspects investigated in this research. The aspects which were included embraced disadvantages and advantages while and
after the interviewees studying the humorous video ads in the English listening skill subject. Furthermore, to avoid losing the information, the interview was recorded. Therefore, there was a
voice recording which was used in this process. The interview data were gained in some steps Kvale, 2006; Folkestad, 2008. First, the
researcher asked the availability of time from every interviewee. Second, he arranged the interview schedules. Third, he prepared the questions which would be asked in the interview.
Fourth, he did the interview at the student’s organization room. Fifth, he recorded the interview. Sixth, he transcribed and sorted the interview data.
Wawan Hendrawan, 2013 Engaging Students By Using Humorous Video Ads in English Listening Skill Subject
Universitas Pendidikan Indonesia
| repository.upi.edu
3.4 Data analysis
