28 beliefs, and or knowledge p. 389. Since the researcher intended to know the
perceptions of English Language Education Study Program students in the speaking sessions of Critical Listening and Speaking I in the 20142015 academic
year, the survey method was conducted. Fraenkel Wallen 2008 state “The
major purpose of survey method is to describe the characteristics of a popul ation”
p. 390. In this research, the researcher used survey method to collect the information through asking questions which was presented in the questionnaires
and interviews. Jasobs Ary 2010 state that survey method also called descriptive
research uses instruments such as questionnaires and interviews to gather information from groups of individuals p. 28. This means that surveys will help
the researcher to summarize and measure the characteristics, attitudes, opinions, and feelings of English Language Education Study Program, especially in the
speaking sessions of CLS I. In this research, survey method was used to measure and summarize the issues which had been mentioned earlier at Critical Listening
and Speaking I students Academic Year 20142015.
B. Research Setting
The research was conducted in Critical Listening and Speaking I class at Sanata Dharma University in the Academic Year of 20142015. The research was
conducted from November 26, 2015 utill December 12, 2015 in which the students were in the third semester.
29
C. Research Participants
The participants of this research were the students of English Language Education Study Program of class B in CLS I course. The students who were
taking CLS I course who were in class B Academic Year 20142015 chosen to be the participants of this research. The researcher took 26 students of class B in CLS
I course as the participants.
D. Research Instruments and Data Gathering Technique
In order to obtain the data of this research, the researcher used two major instruments, namely questionnaire and interview. The questionnaire was given to
the students of Critical Listening and Speaking I of class B as the representative class of the research. The questionnaire was given at the end of the meeting. It
was distributed in order to explore students’ perceptions on the use of group discussion and their engagement in the speaking sessions of CLS I. The researcher
made the blueprint of the questionnare to make the statements in the questionnaire being structured. The blueprint of the questionnaire can be seen in the Appendix
C. Moreover, in order to obtain more detailed information related to the
questionnaire, the researcher also conducted interview to the students. The interview was given to the students who answered mostly ‘disagree’ or ‘strongly
disagree’ on the questionnaire. The interviewees were asked deeper information about the reason why th
ey chose mostly ‘disagree’ or ‘strongly disagree’ in the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30 positive statements based on the questionnaire. The following part will describe
each of instruments that are used in this research.
1. Questionnaire
In this study, the researcher used questionnaire in order to find out the answer of both questions of the formulation problems. It was about what the
students’ perceptions on the use of group discussion to increase their engagement in the speaking sessions of
CLS I and what the students’ perceptions on their engagement in group discussion in the speaking sessions of CLS I. The researcher
distributed the questionnaire to the third semester at English Language Education Study Program students in the academic year 20142015. The questionnaire can
be seen in the Appendix D.
Fraenkel Wallen 2008 state that there are two types of question in questionnaire; they are close-ended and open-ended questions p. 396. In this
research, the researcher only used close-ended questions to gather the data. In this type, the participants were given the questions in the form of multiple-choice.
Then, the respondents should answer the questions based on the choices given. Moreover, there were twenty questions in the form of close-ended
question. The students had to answer the questions based on the choices given, which were 1 strongly disagree, 2 disagree, 3 agree, 4 strongly agree. From
those close-ended questions, the students might answer the questions by putting a tick √ in the choices given.
Altman, Valenzi, and Hodgetts 1985 state that one of major advantages of close-ended or objective questionnaire is the ease with which responses can be
31 collected and fed into a computer for statistical analysis p. 52. This kind of
questionnaire might help the researcher to collect the data easily into the computer to be analysed in statistical form. However, close-ended questionnaire also has
disadvantages. One of the major disadvantages is that respondents are restricted in their replies Altman, Valenzi, Hodgetts, 1985, p. 52. This means that the
respondents are not able to explain their answers.
2. Interview
In conducting the research, interview was also used by the researcher. The interview is one of the most commonly used methods in collecting data.
Furthermore, there are three general purposes of an interview Altman, Valenzi, Hodgetts, 1985, p. 55. First, they can be used as exploratory formulates to help
understand the variables in question. Second, interviews can be used as major research instruments. The last purpose of the interviews is that they are used to
supplement other methods of data collection. In this study, the researcher used the interviews to supplement other methods of data collection. The researcher made
the interview guideline. Blueprint of the interview guideline can be seen in the Appendix F.
E. Data Analysis Technique
In this part, there were two main parts of the data analysis. They were questionnaire and interview analysis. In this study, the questionnaire analysis used
numerical form. It determined the students’ perceptions on the use of group
32 discussion to increase their engagement in the speaking sessions of CLS I and the
students’ perceptions on their engagement in group discussion in the speaking sessions of CLS I. There were 20 statements that the students had to answer. All
of the questions were closed-ended questions and those questions were using Likert scale type.
Then, the researcher examined the results of the questionnaire. For the close-ended questions, the researcher counted the number of ticks from every
degree of agreement. After that, the researcher counted the raw of the data into percentages and interpreted them. It was calculated from the numbers of the
answers of each statement and multiplied by 100. The formula of the questionnaire analysis was presented in the following part.
Note: n
: numbers of students who choose a certain option
∑ n ∑ n : total numbers of students
The results of the questionnaire were put on the table like the following table.
Table 3.1 Data Percentages of Respondents
No Statements Strongly
disagree Disagree
Agree Strongly
agree
1 2
3 4
n × 100 -----------
∑ n PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33 After finishing the data calculation of the questionnaire, the researcher
drew conclusions of each statement and combined it at each category of the questionnaire. In describing the result of the research, the researcher found mean
of each category to see whether the category had positive or negative responses as a whole. The researcher used the scale to decide whether the category had positive
or negative responses. The criteria were presented in the following table:
Table 3.2 Positive and Negative Criteria
Score Class
1 - 2.4 Negative
2.5 – 4
Positive
The interview analysis was obtained by having all of the results of the interview. The interview results were about the further information of the data
questionnaire on why respondents chose mostly “disagree” or “strongly disagree”
of the agreement given on the questionnaire. There were five respondents who would be interviewed by the researcher. Then, the interview results were analyzed
by summarizing each number of the interview questions and drew conclusions based on the results of the answers of each number.
34
F. Research Procedure
