Previous Related Studies THEORETICAL FRAMEWORK

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CHAPTER III RESEARCH METHODOLOGY

A. Time and Place of the Study

This research was implemented in Mei 2015 in English Education Department of Syarif Hidayatullah State Islamic University.

B. Research Design

This research was conducted using descriptive research design to answer the questions of the study. Descriptive study was chose due to the type of the study which is to know the learning strategies of the English education department students. As Rangarajan and Shields elaborate that descriptive research is a tool to describe data and characteristics of the population or phenomenon being studied. 1 Based on the explanation before, this research design is appropriate for the present study. Meanwhile, this research was also performed using survey design. Creswell defined survey is a procedure in research which investigators administer a survey to a sample or to the entire population of people to describe the attitudes, opinions, behaviors, or characteristics of the population. 2 Moreover, Gay et. al., explained that descriptive research is significant as surveys abound in educational research and are utilized by many writers as an investigative tool to collect data in order to address educational questions. 3 In conclusion, it can be seen that the descriptive study research describes about population and phenomenon that happened in real. The insight being investigated was related on English education department students’ learning strategy. 1 Patricia M. Shields and Nandhini Rangarajan, A Playbook for Research Methods: Integrating Conceptual Frameworks and Project Management, USA: New Forums Press, 2013, pp. 109 —158. 2 John W. Cresswell, Research Design-Qualitative, Quantitative, and Mixed Method Approaches Third Edition, USA: SAGE Publications, Inc., 2009, pp. 145 —146. 3 L. R. Gay, Geoffrey E. Mills, Peter Airasian, Educational research: Competencies for analysis and applications –Tenth Edition, New Jersey: Pearson Education, Inc., 2012, p.184.

C. Participants

The participants of this research were focused on the English Education Department of Syarif Hidayatullah State Islamic University, Jakarta. The total participants of this research were 60 learners based on the 4 th and 6 th semester using purposive sampling. The participants were chosen based on their different academic levels. The precise numbers of the participants were 30 learners of the 4 th semester students and 30 learners of the 6 th semester students.

D. Instrument of the Study

1. Questionnaire

Questionnaire is the main instrument of this research. There are two types of qu estionnaire; simple background questionnaire and Oxford’s Strategy Inventory for Language Learning SILL. Both questionnaires were translated into Bahasa Indonesia in order to make them easier to be understood and to avoid misinterpretation.

a. Background Questionnaire

The background questionnaire was designed to provide personal information from the participants. The purpose is to understand the background of the subject. There were four items relating to personal information. These consisted of students’ name, class, gender, and age. For the details, it will show in the Appendices section Appendix 1.

b. Oxford’s Strategy Inventory for Language Learning SILL

There are two version of the SILL that are popular as widely used learning strategy questionnaire. One is for foreign language learners whose native language is English version 5.0, 80 items. The other is for English foreign learner or English as second language learners version 7.0, 50 items. Because the participants of this study were EFLESL learners, this study used SILL version 7.0. The SILL questionnaire is designed to assess language learning strategy use. Ellis in the journal of A Study on Language Learning Strategies LLSs of University Student in Hong kong stated that the SILL has been the most extensive questionnaire for obtaining information on the language learning strategies and frequently used in studies worldwide. 4 Also, the SILL appears to be the only language learning strategy instrument that has been checked for reliability and validated in multiple ways. 5 In the SILL, language learning strategies grouped into six categorized of assessment: a memory strategies 9 items which represent to remembering effectively, b cognitive strategies 14 items which represent using mental process, c compensation strategies 6 items which represent compensating for missing knowledge, d metacognitive strategies 9 items which represent organizing and evaluating the learning, e affective strategies 6 items which represent managing emotion, and f social strategies 6 items which represent learning with others. Table 3.1 Description of the SILL Category Number of Items Item Memory strategies Cognitive strategies Compensation strategies Metacognitive strategies Affective strategies Social strategies 9 14 6 9 6 6 1,2,3,4,5,6,7,8,9 10,11,12,13,14,15,16,17,18,19,20,21,22,23 24,25,26,27,28,29 30,31,32,33,34,35,36,37,38 39,40,41,42,43,44 45,46,47,48,49,50 This questionnaire use a five-point Likert scale 1 = tidak pernah, 2 = jarang, 3 = I kadang-kadang, 4 = sering, 5 = selalu. Students were asked to respond to each item according their honest answer.

E. Checking the Validity and Reliability of the Instrument

Before gaining the data through questionnaire, the writer checked the validity and reliability of the questionnaire through pilot study. The participants of 4 Kevin Chi-Him Tam, A Study on Language Learning Strategies LLSs of University Student in Hong kong, Taiwan Journal of Linguistic, 2013,Vol. 11.2, p. 11. 5 SILL. Retrieved from http:www.tesl-ej.orgwordpressissuesvolume7ej26ej26a3 , accessed at January 20 th , 2015, 01.15 pm. the pilot study were asked to fill in the SILL questionnaire. There are thirty learners of English Education Department that chose randomly that participated in the pilot study. The result measured the reliability through the answers. The participants that took this questionnaire were not the target population which the writer intended to investigate.

1. Validity

In checking the validity of the questionnaire, the writer used construct validity technique. According to Wahyuni, construct validity technique is validity that construct validity concerns the degree of truth of an instrument with reference to the theory. 6 Besides, the writer also used content validity technique which has been estimated by measuring the test using rational analysis or professional judgment of an expert 7 , since lecturer is considered as an expert in this study area, therefore, this instrument was planned and consulted continuously with the lecturer Mr. Teguh Khaerudin, MAppLing and considered valid. Moreover, this questionnaire is already used by many experts all around the world.

2. Reliability

To measure the reliability of the questionnaire as an instrument of this study, the writer used the Statistical Packages for the Social Science SPSS version 20. After finding the reliability, the writer used the standard of reliability of the questionnaire, as stated below: 8 6 Sari Wahyuni, Qualitative Research Method: Theory and Practice, Jakarta: Salemba Empat, 2012, p. 36. 7 Ibid., p. 40. 8 Reliability. Retrieved from http:en.wikipedia.orgwikiCronbach27s_alpha , accessed at January, 20 th 2015. 10:42 AM.