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CHAPTER III RESEARCH METHODOLOGY
This chapter explores the methodology employed to answer the research question of this study, nature and the source of data, instruments, data collection,
data analysis and trustworthiness.
A. Research Method
This study was a hermeneutic phenomenological study. “Phenomenology because it is the study of lived experience phenomenon in an attempt to enrich
lived experience by mining its meaning” van Manen, 1990, p. 38. “Hermeneutics because it is the interpretive study of the expressions and
objectifications texts of lived experience in an attempt to determine the meaning embodied in them” van Manen, 1990, p. 38.
Hermeneutic phenomenological method was the most appropriate method for conducting this study since this study aimed at finding the scientific truth of
the highly- motivated students’ lived experience of CA and FNE specifically by
describing and interpreting their lived experience of CA and FNE. Hermeneutic phenomenological method does not focus only on describing the experience but
also interpreting it. The purpose of interpretation is to understand the essential meaning of experience Heiddegger, 1927, 1962 in Langdridge, 2007. Heidegger
began the hermeneutic turn in phenomenological philosophy by stressing how all understanding involves interpretation.
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B. Nature and Source of Data
The data gathered for completing the study was in the form of texts including anecdotes
−a specific story form or narrative form. The texts were obtained from in-depth interview.
The texts represented the participants’ experience and their reflections on their experience. Van Manen 1990, p. 54
mentions that all recollections of experience including reflections on experience,
descriptions of experience, taped interviews about experience or transcribed conversations about experience are already the transformations of those
experience.
In order to explore highly- motivated students’ lived experience of CA and
FNE, there was a need of using beginner students as they were assumed to experience “transition anxiety” Schumann and Schumann, 1977. The “transition
anxiety ” is the feeling experienced by learners in the beginner level, when they
feel stressed because they have to face and adapt to a new atmosphere. I decided to ask the participation of second-year ELESP students since they might still adapt
to the new atmosphere but they had more experience to be shared than the first- year students. Related to motivation in learning, the second-year students
probably have clearer direction in their studies. When this research was being conducted, the second-year students began their fourth semester. Therefore, the
participants of the study should meet these three criteria: 1 they were second- year students, 2 they had high level of motivation and 3 had high level of CA
and FNE. After some procedure of recruitments, two students met the criteria and were willing to be my participants. Therefore, the two participants became the
source of data in this study. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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C. Instruments
Two instruments were employed in this study. First, questionnaire was used
to measure students’ level of motivation, CA and FNE. It was done in order to make sure that the participants to be interviewed later met the criteria of this
study. Second, interview was used as the main instrument in this study in order to get the main data to answer the research question.
1. Questionnaire for Recruiting Participants
Two questionnaires were adapted and made into one see Appendix 1. The first questionnaire is known as Work Preference Inventory WPI composed by
Amabile et al., 1994. WPI provides measurement of students’ intrinsic
motivation IM and extrinsic motivation EM. The questionnaire seeks to assess the extent to which students see themselves as either more intrinsically or more
extrinsically motivated in school or at work by asking them to report on their usual motivations for a variety of diagnostic situations. The second questionnaire
is Foreign Language Classroom Anxiety Scale FLCAS proposed by Horwitz, Horwitz and Cope 1986. It measures
students’ level of Foreign Language Anxiety FLA. Cao 2011 has classified each item of FLCAS into three types of
FLA, namely communication apprehension CA, test anxiety TA and fear of negative evaluation FNE. The questionnaire items related to TA were not used
since the focus of this study was on CA and FNE. The adapted questionnaire consisted of 38 items: 10 IM items 2, 4, 6, 7, 9,
10, 11, 13, 18, 19, 10 EM items 1, 3, 5, 8, 12, 14, 15, 16, 17, 20, 11 CA items 21, 23, 25, 27, 28, 29, 32, 33, 34, 35, 37 and 7 FNE items 22, 24, 26, 30, 31, 36,
38. The statements were also divided into two types of statements, positive and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42 negative statements. The positive statements were in the number 1, 2, 3, 4, 5, 6, 8,
9, 10, 13, 14, 15, 16, 17, 18, 19, 20, 21, 23, 24, 25, 26, 28, 30, 31, 33, 34, 35, 36, 37 and 38. The negative statements were in the number 7, 11, 22, 27, 29 and 32.
All the statements were written in the English in order to keep intended meaning of each statement. The participants particularly were English major students who
could read and understand English well. The adapted questionnaire was designed on a 5-point likert-scale ranging from strongly disagree 1 point to strongly agree
5 points for positive statements and strongly disagree 5 points to strongly agree 1 point for negative statements.
2. Interview for
Investigating Participants’ Lived Experience
This study employed two steps of interview. The first was an initial interview to
get to know each participant’s background and each participant’s motivation in learning English. The second was in-depth interview which was
done to capture the highly-motivat ed students’ lived experience of CA and FNE.
According to van Manen 1990, p. 66, interview in hermeneutic phenomenological human science serves very specific purposes:
1 it may be used as a mean for exploring and gathering experiential narrative material that may serve as a resource for developing a richer and
deeper understanding of human phenomenon and 2 the interview may be used as a vehicle to develop a conversational relation with a partner
interviewee about the meaning of an experience.
In other words, interview is designed to extract the perceptions and experience as participants describe them Lodico et al., 2010; Howitt Cramer,
2011; Creswell, 2012 in Wildman, 2015. Fassinger 2005 in Ingiaimo 2012 sees interviews as a valuable tool for allowing participants to tell their stories in
their own words. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43 In doing in-depth interview, I prepared myself with an interview guideline
to help guide the interview. The interview guideline was used to frame the discussion and to focus attention on the topic of interest and then worked with the
participants to explore the participa nts’ lived experience. In addition to this, I
believed that the participants would reflect and tell their experience freely with the open-ended questions.
The interviews were carried out in participants’ mother tongue, Indonesian, to facilitate communication and to promote richness of the
data in less threatening way. The interview guideline
was made based on Moustakas’s 1994 general interview guide. The questions in the interview guideline were designed for the
interview as follows. Table 3.1. List of Questions as the Interview Guideline
No Questions
Intention 1.
Have you ever felt anxious while you
were learning
in the
classroom? to open the conversation, to lead
to the main topic and to make sure that the participants had ever
experience anxiety specifically CA in the language learning
classroom. 2.
Try to remember the last time you were anxious and tell me about the
situation. to understand the participants’
lived experience of CA. I focused on the latest experience since it
would be easier for participants to recall the experience.
