Asep Dadang, 2014 ELEMENTARY SCHOOL STUDENTS’ FOREIGN LANGUAGE ANXIETY
Universitas Pendidikan Indonesia
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CHAPTER 3 METHODOLOGY
This chapter elaborates methodology of the study. The description includes: the research questions, then followed by the research design. It also describes the pilot study, research setting,
and the participant of the research, data collection technique, data analysis, and conclusion of the methodology. Each of them will be explained below
3.1 Research Questions
The study is aim at investigating the elementary school students‘ anxiety in one of the private school. This study is formulated in the following questions:
1. Are there any differences in English learning anxiety among young learners in anxiety levels of communication anxiety, test anxiety, and fear of negative evaluation?
2. What are the causes of young learners‘ language anxiety? 3. How do young learners cope with their language anxiety?
3.2 Research Design
Research is the way or means to gather the data Dawson, 2009. Cresswell 2008 in more detail defines research as a series of action or steps used to collect and analyze information
to enhance our understanding of a topic or issue. In short, research is simply defined as a systematic approach to finding answers to questions Hatch Farhady, 1982. Therefore, it can
be concluded that research method is the way or means we use to collect the data in our research in order to find the answer of the research problems.
There are three recognized methods for conducting research: quantitative, qualitative and mixed methods Creswell, 2008. According to Hancock 1998 qualitative research is concerned
with the opinions, experiences and feelings of individuals producing subjective data and it is concerned with developing explanations of social phenomena as they occur naturally and no
attempt is made to manipulate the situation under study. Meanwhile, quantitative research is
Asep Dadang, 2014 ELEMENTARY SCHOOL STUDENTS’ FOREIGN LANGUAGE ANXIETY
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
described as empirical, using quantifiable data. Marczyk, DeMatteo, Festinger 2005 state that quantitative research involves studies that make use of statistical analysis to obtain their
finding. The last one is mixed method. This method involves both collecting and analyzing quantitative and qualitative data Creswell Clarck, 2006.
According to Creswell 2008, there are three types of mixed method: first is triangulation mixed method equal priority to both quantitative and qualitative data. Second is
embedded mixed method priority to the major form of data collection. Third is explanatory mixed method a priority on quantitative data collection and analysis followed by small
qualitative data collection and analysis in the second phase of the research or conversely. In order to cope with the purposes of this study, this study used triangulation mixed method as there
is equal priority to the treatment of quantitative and qualitative data. Researchers of anxiety have used different approaches to study language anxiety. Most of
them have occupied quantitative measures in an attempt to isolate and evaluate variables through scales and questionnaires Wilson, 2006. Some other researchers have used qualitative
techniques such as journal investigations and interview. However, some studies have combined quantitative and qualitative means of data collection.
Considering the different techniques in researching language anxiety and the goal of this research, quantitative and qualitative approaches were used in this research. Quantitative data
analysis was used to find out the answer of the first question which required statistical analysis as it investigated for possible differences in anxiety among elementary students through the analysis
of variance involving score on a scale of FLCAS Horwitz et al., 1986. The second and third questions were investigated qualitatively through taking transcripts
of classroom observation and interview to find elementary students‘ language anxiety in EFL classroom. The interview was in form of open
–ended interview, which allowed respondents to talk about their feelings and thoughts during the English class.
The two approaches, quantitative and qualitative, provide a suitable balance throughout the research. Qualitative research design allows researchers to study individual performance
closely, but it may or may not represent the behavior of other learners and is therefore of questionable value for generalization to language acquisition by others. To offset this drawback,
quantitative research has the advantage that it may ―represent a reality for that group‖ Seliger
Asep Dadang, 2014 ELEMENTARY SCHOOL STUDENTS’ FOREIGN LANGUAGE ANXIETY
Universitas Pendidikan Indonesia
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| perpustakaan.upi.edu
and Shohamy, 1989 cited in Wilson, 2006.
3.3 Pilot Study
