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CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Study
The research was conducted at the Department of English Education, Faculty of Tarbiyah and Teachers’ Training, State Islamic University of Jakarta. The
University is located on Jalan Ir. H. Juanda No. 95, South Tangerang, Banten province, Indonesia. The data collection process started from 5 to 28 October
2015.
B. Method and Design of the Study
The method used in this research was quantitative method. This method emphasized objectivity by using numbers, statistics, structure, and control. The
research used a correlational design, which is usually used in assessing relationships between two or more variables.
1
In this research, the variables are students’ movie-watching activity x and their listening skill y.
C. Population and Sample of the Study
The population of the research was all of the fifth semester students at the Department of English Education in the study year of 20152016. There are three
classes A, B, and C with the total of 67 students. In deciding the sample, mixed methods in two phases were used. The first method was convenience sampling,
which is a sampling method by choosing available individuals. The second method was simple random sampling, in which the participants were randomly
selected.
2
In the first phase, the students were asked if they were available to participate in this study, to which 53 students responded affirmatively. These 53
1
James H. McMillan and Sally Schumacher, Research in Education, Boston: Pearson Education, Inc., 2006, 6
th
edition, pp. 23 – 25.
2
Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education, New York: McGraw Hill, 2009, 7
th
edition, pp. 93 – 99.
students then were given the questionnaire to fill. Not all of the filled questionnaires were used, because there were several incomplete questionnaires.
In the next or final phase, only 30 questionnaires from the respondents were used. These 30 students were chosen randomly to be the main respondents.
According to Fraenkel and Wallen, 30 is the minimum sample size of a correlational study.
3
From the 30 respondents, 12 were from class A, 12 from class B, and 6 from class C. Furthermore, 20 of the respondents were female and
10 were male.
D. Instruments of the Study
There were two main instruments used in this study. The first one was the document of
respondents’ achievement test. Achievement test is a test that is used to measure what students have learnt in a specific subject.
4
In this study, the subject was Listening 4 and the scores were taken from the final test scores.
Listening 4 was chosen based on the suggestion from the Listening lecturer. These scores are the most recent listening scores of the respondents, and hence are
expected to represent their listening skill more accurately. Furthermore, the data collection would not be time-consuming because the scores were already available
in the archive of Department of English Education. The second instrument was questionnaire with scaled options. It was used to
collect the data of respondents’ movie-watching activity. This instrument was
advantageous because it was economical, easy to administer, and accurate.
5
The questionnaire consisted of two sections. The first section aimed to gather the
respondents’ background: gender, age, length of exposure, preferred genres, and preferred media in watching. The second section was the main questionnaire that
aimed to measure the respondents’ movie-watching activity. The scale used in the questionnaire was Likert scale, which is widely used and easy to modify based on
the nature of the questionsstatements.
6
The scale goes as follows: Hampir Selalu
3
Ibid., p. 335.
4
James H. McMillan and Sally Schumacher, op. cit., pp. 191 – 192.
5
Ibid., pp. 194 – 199.
6
Ibid.
Almost Always, Sering Frequently, Kadang-kadang Sometimes, Jarang Rarely, and Hampir Tidak Pernah Almost never. The questionnaire was
administered in Indonesian to avoid confusion from respondents. The steps in creating the main questionnaire were:
1 Developing Conceptual Design
From the literature that had been reviewed, several concepts regarding listening skill were identified. After that, theories on language acquisition were used in
bridging the concept of listening skill and movie-watching activity. The conceptual design involves eight aspects: 1 language acquisition; 2
comprehensible input; 3 exposure; 4 attitudes; 5 subtitle use; 6 familiarity with unique characteristics of spoken language; 7 familiarity with situation
andor culture; and 8 visual clues. 2
Developing Operational Design After the conceptual design had been established, the operational design was
composed as the following: a.
Language acquisition is more important than language learning. Acquisition occurs unconsciously, while learning occurs consciously.
Stephen Krashen b.
People acquire a language by receiving comprehensible input. Stephen Krashen
c. A large amount of exposure can provide the likelihood of comprehensible
input. Stephen Krashen d.
An input can best be received with positive attitudes. Stephen Krashen e.
The kinds of movies that best provide input are the ones with no subtitles. Joan Rubin, Penny Ur
f. In improving their listening skill, people should familiarize themselves
with spoken English language and its unique characteristics. H. Douglas Brown
g. Visual clues can help listener understand a speechutterance. Jeremy
Harmer, Joan Rubin
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