Wawan Hendrawan, 2013 Engaging Students By Using Humorous Video Ads in English Listening Skill Subject
Universitas Pendidikan Indonesia
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CHAPTER III RESEARCH METHODOLOGY
This chapter describes the research methodology, including research design, research site and participants, data collection, and data analysis.
3.1 Research design
Relevant to the purpose and research questions, a case study was employed as the research design. This was taken because this research has the characteristic of a particular case in
a small scale Frankel and Wallen, 1996; Marczyk, DeMatteo, and Festinger, 2005. The case which was investigated was the use of humorous video ads in an English listening skill subject.
3.2 Research site and participants
The research took place at the language laboratory in an academy of secretary in Bandung, West Java-Indonesia. The research site was chosen for two reasons. First, the
researcher was one of the teaching staffs in that academy. Therefore, the researcher would have an easy access to the research site and it made this research feasible to be conducted Bogdan
and Biklen, 1998; Marczyk, DeMatteo, and Festinger, 2005; Silverman and Marvasti, 2008. Second, the academy had an English listening skill subject in which the research problems were
investigated Marczyk, DeMatteo, and Festinger, 2005. The participants of the research were nine. The nine students were selected from the
fourth semester students. There were two reasons behind this selection. First, they were chosen because at the time when this research was conducted, they followed the English listening skill
Wawan Hendrawan, 2013 Engaging Students By Using Humorous Video Ads in English Listening Skill Subject
Universitas Pendidikan Indonesia
| repository.upi.edu
subject Frankel and Wallen, 1996, Creswell, 2003; Marczyk, DeMatteo, and Festinger, 2005. Second, the nine participants were chosen from three different classes. Therefore, there were
three students selected from each class. These three students represented three different categories of achievements, namely high, middle, and low. The creations of these categories
were for the purpose of this research. Moreover, theselection was taken in order to represent the nature of class observed and to give the complete information as needed Frankel and Wallen,
1996. Therefore, the student participants were chosen by a purposive sampling technique Morse, 1989; Kuzel, 1992; Frankel and Wallen, 1996, Creswell, 2003; Dawson, 2009.
The participants were coded according to the class where they learned, namely R1, R2, and R3 were from A class; R4, R5, and R6 were from B class; and R7, R8, and R9 were from C
class. Besides that, the participants were also categorized into their achievement levels, that is, R1, R4, and R7 were categorized into high achievers. R2, R5, and R8 were categorized into
middle achievers and R3, R6, and R9 were categorized into low achievers. This categorization was based on their performance in the previous subjects and investigation before the research
was conducted by holding a performance test. Furthermore, to avoid misleading judgment concerning the participant grouping, the researcher crosschecked the participants’ data to the
lecturers who used to teach them and to the documents which were available at the administrative section related to their English grade.
3.3 Data collection
