40 research was that this technique enabled the researcher to obtain supporting
information from different perspectives and gain objectivity of the data. The researcher analyzed the data using two forms of triangulation, namely
time triangulation and methodological triangulation. Those two kinds of triangulation are elaborated as follows.
1. Time Triangulation
Burns 1999 stated that time triangulation was used to analyze the data which were collected at one point in time or over period of time to reveal what
factors were involved in change processes. In this research, time triangulation technique was employed through analyzing field notes during conducting the
research to examine what factors were involved in change process, in this case is the improvemen
t of students‟ listening comprehension.
2. Methodological Triangulation
Denzin 1970 as cited by Cohen et al. 2000, stated methodological triangulation as using the same method on different occasions or different
methods on the same object of study. Furthermore, Denzin 1970 categorized this type of triangulation
into two, namely „within method‟ triangulation and „between method
‟ triangulation. Smith 1975, as cited by Cohen et al. 2000 stated that the within methods concerned the replication of a study as a check on reliability
and theory confirmation. Meanwhile, the between methods involved the use of more than one method in the pursuit of given objective. In this research, the
researcher employed „between methods‟ of triangulation. The researcher gathered and elaborated the findings through observation checklist, field notes, interviews,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41 questionnaire, and students‟ journal. As it has been defined by Campbell and
Fiske 1959 in Cohen ‟s 2000 book, the between methods encompassed the
notion of convergence between independent measures of the same objective as a check on validity.
Observing the implementation of authentic materials in listening comprehension practice was the first technique used in this research. The
researcher conducted two cycles of CAR, so the observation was done twice during the implementation. The observation was aimed at seeing the general
situation of the classroom during the implementation. The researcher also wrote field notes in order to be able to clarify what could not be revealed in the
observation checklist, such as the description of the physical setting, the interaction amongst students, the observer
‟s behaviour. The implementation would be concluded as satisfactorily done if the data obtained from the
observation checklist and field notes described that the teacher carried out the planned action and the data from journal showed positive responses of the
students toward the implementation. The second technique was employed by the researcher to examine how the
implementati on improved the students‟ listening comprehension skills. A
questionnaire hence was distributed after the second listening comprehension test. The researcher expected that by using questionnaire, the students were able to
express their perception on what had been implemented for them. There were ten statements in questionnaire, which reflected on the five aspects of listening
comprehension skills as proposed by Goh 2002, namely: 1 listening for details,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42 2 listening for gist, 3 drawing inferences, 4 listening selectively, and 5
making prediction. The researcher then used interview guide as the third technique to gather
the data. The interview was aimed at clarifying the students‟ opinion in the questionnaire. If the data from the questionnaire and interview showed that
students had positive responses towards their listening comprehension skills improvement, it meant that the use of authentic materials enabled them to improve
listening comprehension skills. Additionally, in order to obtain more convincing data, the researcher used the students‟ listening comprehension test score before
and after the implementation, as a comparing tool to see the improvement. If the result of the score after the implementation was higher than before, it indicated
an y improvement on students‟ listening comprehension skills.
F. Research Procedure
