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The other techniques used in this study functions mostly to counter arguments that say mere unstructured observational methods diminish the reliability of the
findings. Techniques such as interview would lend more credibility to the findings of the study.
Qualitative method is, therefore, best for such nature of the data. It also allows interpretative treatment which may bring us to different perspective important in
understanding the nature of the data generated from the observation. Apart from all that, it could provide for further research detail descriptions future investigators may
want to clarify and verify such as that is for their action research Ary et al, 2002.
B. Research Participants
Method of sampling used in the research is Purposive Sampling. Three students were selected to be studied. Each of the students was distinct from one
another in their capacity of English proficiency. Respectively, the first student represents high-level students, the second for intermediate-level and the last for low-
level students. The selection and judgment of the participants’ relative capacity was given participants’ teacher in their high school upon intense discussion with the
corresponding teacher. To clarify their teacher judgment, confirmation on their position relative to
each other was conducted through a pre-test. Helgesen 2003 has provided a continuum of authenticity. The researcher took the highest standard of authenticity.
It would mean that the listening pre-test would be at normal speed, at adequate length and appropriate level of vocabulary. The listening transcripts of all listening
materials, as well as the tasks involved, are attached herein See Appendix C. The PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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standard of high-intermediate-low was of norm-referenced. That is the standard of high-intermediate-low is set by first figuring out the highest score reached by all
participants and ordering afterwards.
C. Setting
The study took place in the classrooms and the researcher’s residence. The form was similar to a student of a private course. The study was conducted from
February 2007-May 2007. The setting was as natural as possible. Participants might be well aware that
they were being observed, but the researcher did not tell them that they were being observed. Instead, the researcher told them the activities they do from different
perspective. The researcher did tell them that they were being helped and offered a chance to try a new method of learning how to listen. The researcher hope was that
by this design their anxiety could be reduced to its most, as opposed to let them know that the activity is for research’s sake, which would raise pretense and
unnatural behaviour. The researcher did not participate during the observation. Therefore, the
researcher watched very carefully interference to their ideas in the reflection. The researcher did not participate as a teacher, or as a facilitator to their learning; letting
them to all extent drive their own learning.
D. Research Instruments
Listening Comprehension Test, Listening Journal, Field notes and Interview Guideline devises this research.
