T1 112011098 BAB III
THE STUDY
The Focus of Study
The focus of this research is on the recording materials provided in a
listening course, where the different accents would directly affect the student’s
comprehension. The materials given are in SE, mostly in British or American
English. However, what if the WE is used in the listening class, such as Indian or
Malaysian English? The major question to be addressed in this study is therefore:
To what degree do the current listening materials in an English language teacher
education program in Salatiga accommodate World Englishes? The goal of
addressing this question is to know the current condition of the ELT materials in a
listening course, when viewed through the lens of World Englishes.
The Context of Study
The context of this research is in higher education, in particular an English
Department of a University in Salatiga, Central Java, Indonesia. It is not done in
lower level because there is greater exposure to WEs principles at a higher
educational level.
The Object of Study
The research would be about the English used in all recordings of a
listening class. I would not specify the listening course because the aim of this
study is to see the language use of all recordings. The research would be
conducted by analyzing the recording materials of the listening class.
9
The Data Collection Procedure and the Instrument of Data Collection
I will collect all materials used in a listening class over a period of one
academic year. Then, the data would be analyzed by mapping whether the
recordings fulfill the Tomlinson (2008), and Galloway and Rose’s (2015) prerequisites and whether it accommodates the use of World Englishes by giving
score using 10 criteria theory which is a combination of Kachru and Nelson
(2009), Kachru and Smith (2008), Masuhara and Tomlinson (2008), Tomlinson
(2008), and Galloway and Rose’s (2015) theories. I modified Masuhara and
Tomlinson’s 14 criteria by eliminating 5 criteria which are not necessary from my
research and adding one criteria of English Varieties identification because I will
only focus my review in the scope of WEs accommodation. The focus is on the
use of English and how well the materials expose the variety of Englishes. The
recordings will also be categorized based on the three concentric circles of WEs.
The data analysis will be conducted by me and a partner to reduce the
subjectivity of the analysis. My partner’s background is a fresh graduate of preteaching English Education Program who understands the concept of World
Englishes. I choose this partner because another point of view in reviewing the
materials is needed to increase the objectivity of the research, and my partner has
understood the concept of WEs in order to ease the research. After that I would
compile the analysis and use it to answer the research question to conclude the
research.
10
Data Analysis Method
The process of data analysis began by collecting all of the recordings and
videos used in a listening course. There are 53 materials used in the course; which
consist of 30 audio recordings, 20 audio-visual videos, and three videos with no
English dialogue. Because there are three videos which have no dialogue, consist
of a silent short movie, a silent TV advertisement, and a Thailand TV
advertisement with English subtitle; I will only analyze 50 materials because of
the absence of English in verbal use. The materials then sorted into 13 meetings in
which the materials are used. Then, the research continued by familiarizing the
research partner with the concept of WEs and the theories used in the research.
This step is taken in order to give the research partner the same understanding of
the concept of the theories. Afterwards, both of the analysts start the analysis by
listening to each week’s material. Each analyst will use the criteria theory table
(see Appendix A) to analyze the materials. The scoring will be based on the
scoring rubric in Appendix B, with score ranging from one (1) as the lowest score,
to five (5) as the highest score.
The analysis started by analyzing each material one by one, which then
summarized into a material analysis of each week. After the scoring is
summarized, the scores of each analyst are compared and if the analyst have
differences in the scoring (the margin is two or more), a discussion of the material
will be done to reach an agreement of how much score that will be given to the
material. In the next chapter, I will elaborate on the findings and discussion
started by giving overall review of the whole materials, illuminate the WEs
11
varieties found in the materials, and then I will discuss the findings of the research
to answer my research question.
12
The Focus of Study
The focus of this research is on the recording materials provided in a
listening course, where the different accents would directly affect the student’s
comprehension. The materials given are in SE, mostly in British or American
English. However, what if the WE is used in the listening class, such as Indian or
Malaysian English? The major question to be addressed in this study is therefore:
To what degree do the current listening materials in an English language teacher
education program in Salatiga accommodate World Englishes? The goal of
addressing this question is to know the current condition of the ELT materials in a
listening course, when viewed through the lens of World Englishes.
The Context of Study
The context of this research is in higher education, in particular an English
Department of a University in Salatiga, Central Java, Indonesia. It is not done in
lower level because there is greater exposure to WEs principles at a higher
educational level.
The Object of Study
The research would be about the English used in all recordings of a
listening class. I would not specify the listening course because the aim of this
study is to see the language use of all recordings. The research would be
conducted by analyzing the recording materials of the listening class.
9
The Data Collection Procedure and the Instrument of Data Collection
I will collect all materials used in a listening class over a period of one
academic year. Then, the data would be analyzed by mapping whether the
recordings fulfill the Tomlinson (2008), and Galloway and Rose’s (2015) prerequisites and whether it accommodates the use of World Englishes by giving
score using 10 criteria theory which is a combination of Kachru and Nelson
(2009), Kachru and Smith (2008), Masuhara and Tomlinson (2008), Tomlinson
(2008), and Galloway and Rose’s (2015) theories. I modified Masuhara and
Tomlinson’s 14 criteria by eliminating 5 criteria which are not necessary from my
research and adding one criteria of English Varieties identification because I will
only focus my review in the scope of WEs accommodation. The focus is on the
use of English and how well the materials expose the variety of Englishes. The
recordings will also be categorized based on the three concentric circles of WEs.
The data analysis will be conducted by me and a partner to reduce the
subjectivity of the analysis. My partner’s background is a fresh graduate of preteaching English Education Program who understands the concept of World
Englishes. I choose this partner because another point of view in reviewing the
materials is needed to increase the objectivity of the research, and my partner has
understood the concept of WEs in order to ease the research. After that I would
compile the analysis and use it to answer the research question to conclude the
research.
10
Data Analysis Method
The process of data analysis began by collecting all of the recordings and
videos used in a listening course. There are 53 materials used in the course; which
consist of 30 audio recordings, 20 audio-visual videos, and three videos with no
English dialogue. Because there are three videos which have no dialogue, consist
of a silent short movie, a silent TV advertisement, and a Thailand TV
advertisement with English subtitle; I will only analyze 50 materials because of
the absence of English in verbal use. The materials then sorted into 13 meetings in
which the materials are used. Then, the research continued by familiarizing the
research partner with the concept of WEs and the theories used in the research.
This step is taken in order to give the research partner the same understanding of
the concept of the theories. Afterwards, both of the analysts start the analysis by
listening to each week’s material. Each analyst will use the criteria theory table
(see Appendix A) to analyze the materials. The scoring will be based on the
scoring rubric in Appendix B, with score ranging from one (1) as the lowest score,
to five (5) as the highest score.
The analysis started by analyzing each material one by one, which then
summarized into a material analysis of each week. After the scoring is
summarized, the scores of each analyst are compared and if the analyst have
differences in the scoring (the margin is two or more), a discussion of the material
will be done to reach an agreement of how much score that will be given to the
material. In the next chapter, I will elaborate on the findings and discussion
started by giving overall review of the whole materials, illuminate the WEs
11
varieties found in the materials, and then I will discuss the findings of the research
to answer my research question.
12