20 Latham, purposive sampling was selecting a sample on the basic of the
researcher’s knowledge of the population, its elements, and the nature of the research aims. The population was randomly selected based on a particular
characteristic Latham 2007, p. 512. The researcher chose students of English Language Education Study
Program in Sanata Dharma University. This research focused on students who had taken microteaching class. It was because they prepared to be a teacher soon. The
participants were 40 pre-service English teachers. According to Arikunto 2009, p. 11 states that a minimum sample size of 30 subjects. This is based on
calculations or testing requirements that are commonly used in statistics. Therefore, the researcher chose 40 students to get more data and accurate data. 40
students done a test and filled the questionnaire. 10 students done the interview.
D. Research Instruments and Data Gathering Techniques
To gain the data, the researcher used three instruments, namely test, close- ended questions, and Interview. Those instruments were used to obtain the data in
order to get answers of the research questions. Those three instruments were commonly used in a survey to collect data from selected sample to which the
findings of the data analysis could be generalized Gall, Gall, and Borg; 2007. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
a. Test
According to Arikunto 2010, p. 193, test is a set of questions of exercise or other instrument used to measure the skill, knowledge intelligent or attitude of an
individual or group. In addition Margono 2010, p. 170 states that a test is a set of stimuli given to someone to get answer as a basic of score determination.
The researcher collected the data from the test in order to analyze the extent of pre-service English teachers can pronounce diphthongs. A test was
chosen because it was easy and accurate for the researcher in collecting the data. In this research, the test was done to show the students’ pronunciation directly.
The participants will pronounce the diphthongs words and record it. The test was easy to differentiate between students with good pronunciation and not. The test
was made to get clear data. It was about pronunciation, so the test would be a very good instrument to collect the real data.
The researcher used content validity to make the test valid. Sukardi 2007, p. 115 states that an instrument so-called valid if the instrument that is to be use
can measure what will measurability. The validity of instrument is standard was indicated where is instrument of test what will measurability. Content validity is a
kind of validity, which depends on careful analysis of the language being tested and the particular test. A test is said to have content validity if its contents
constitutes a representative sample of the language skill, structure, etc, being tested Sukardi 2007, p. 117. The researcher made this test based on the words
that they usually pronounce in daily life. Therefore, this test is valid in term of content validity. The content validity in this research can be showed as follow:
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Table 3.1 Content Validity No.
Competence Indicator Test Item
1. Pre-service English teachers are able to
pronounce diphthong sounds ɪə
1,2,3,4,5
2. Pre-service English teachers are able to
pronounce diphthong sounds eə
6,7,8,9,10
3. Pre-service English teachers are able to
pronounce diphthong sounds ʊə
11,12,13,14,15
4. Pre-service English teachers are able to
pronounce diphthong sounds eɪ
16,17,18,19,20
5. Pre-service English teachers are able to
pronounce diphthong sounds ɑɪ
21,22,23,24,25
6. Pre-service English teachers are able to
pronounce diphthong sounds ɔɪ
26,27,28,29,30
7. Pre-service English teachers are able to
pronounce diphthong sounds əʊ
31,32,33,34,35
8. Pre-service English teachers are able to
pronounce diphthong sounds aʊ
36,37,38,39,40
b Questionnaire
The questionnaire was chosen because it helped the researcher to collect the data cheaply and quickly. The first advantage was the cost of sampling
respondents over a wide geography was lower and the second advantage was the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23 time required to collect the data typically was much less Gall, Gall, and Borg
2007. The questionnaire was distributed in order find the pre-service English
teachers’ awareness of the important of learning pronunciation. The questionnaire is made to gain the data quickly. The participants would have only one type of
question in the questionnaire. It was close-ended questions. Close-ended question was question, which was easy to administer. It was straightforward to code and
did not discriminate unduly based on how articulate the respondents were Wilson and McLean, 1994.
On the other hand, according to Oppenheim 1992 close-ended questions also had its advantages. Close-ended questions did not enable participants to add
any remarks, qualifications, and explanations to the categories, and there was a risk that categories might not be exhaustive and that might be bias as cited in
Cohen, Manion, and Marrison, 2011, p. 382. In this research, the researcher used likert-scale as there were six questions
with five choices of answer. Those are strongly agree, agree, undecided, strongly disagree, and disagree. Likert-scale was a set of statements offered for a real
situation under the study Joshi, Kale, Chandel, and Pal 2015. The participants were asked to show their level of agreement with the statements given. The
questionnaire is done to show the students agreement about their pronunciation learning.
