CHAPTER III RESEARCH METHODS
C. Data Collection Technique and Instruments
Data collection techniques refer to what methods need to be carried out in research in order to obtain data. Data collection techniques can be done by direct or indirect combination.
In this study, the data were obtained through a test technique in written form. Based on Sudjana in 2006 explained that tests as an assessment tool are questions that are given to students to get answers from students in oral form (oral tests), in written form (written tests), or in the form of actions (action tests).
Research instrument is needed in order to know the effect of instructional media (YouTube video with English Subtitle) in students’
listening comprehension, the writer uses a listening test in the form of written test as the media for collecting data in this research.
1. Listening Test
The test that used in this research is listening test of listening comprehension. This test would be given before and after giving treatment.
The test model that was given in the form of students’ listening comprehension was 20 questions which consisted of 10 question of is multiple choices in identifying the main idea and 10 questions of listening recall in identifying the detail information that has made by researcher which also has measured by the credible validator that was Nina Hayuningtyas M.Pd. . The test was made specifically about the
“descriptive text” topic. A suggested procedure to administer the test is as follows. First, the listening test contained 20 questions, number 1-10 was about listening recall because it considered by the researchers as easier than multiple-choices in the number 11-20. students listen to the complete text. In addition, for listening recall section, students listened to the complete text and fill in the blanks while listening, in this section, the researcher also gave the list vocabularies in finding the blank space on the quiz paper. For multiple-choice, the students were given the 10 questions about identifying the main idea. Furthermore, the researcher had set the time in doing the listening test, pre-test and post-test in 45 minutes.
Then, the teacher assessed their listening comprehension performance according to the scoring rubric that has been set.
Table 3. 3 The Indicators of Listening Test Indicators of Listening Test of Multiple Choice
No Indicators Items
1 Identifying the main idea 10
Total 10
Indicators of Listening Test of Listening Recall
No Indicators Items
1 Identifying the detail information (language features of descriptive
text)
10
Total 10
Scoring Rubrik
Number of Question Question Weight
1-20 5
Total Score 100
If the students get wrong answer the score would get 0 Determine Total Score
Maximume Score : 100 N = Acquisition Score x 100 Maximume Score
In collecting data, the researcher used a pre cycle-test before treatment and the last was a post-test. Researchers collected data by giving tests to students. Pre cycle-test would be given for control group and experimental group before presenting the treatment to find out the homogeneity of two clasess. Then, a post-test was given to the students to
find out the progress of students in listening after researcher gave the treatment by giving the YouTube Video with English Subtitle in experimental class and teaching a conventional method in the control class by the teacher. In collecting data, the researcher used the following procedure:
a. Pre cycle-test
The Pre cycle-test was conducted at 6th of September 2022 at Experimental class and Control class, in conducting the pre cycle-test, the researcher gave instructions to the students in the experimental and control classes about the pre-test. There were 20 questions, 10 questions of listening recall and 10 questions of multiple-choices. The researcher provided and audio based on HIHO Kids Video accompanied by tests that leaded to listening the audio in the pretest.
In this section, the test was about the descriptive text. This test is intended to identify homogeneity of two classes.
2) Treatment
Prior to the post-test, students in the experimental and control classes had to go through different treatments. Treatment means that the researcher applies the media that the researcher chose for this research, and the media that the researcher would use for the experimental class was English Subtitling in HIHO Kids YouTube Video.
The researcher facilitated students with various kind of HIHO kids YouTube Video. In this treatment, the researcher provided two videos that has presented to the students. First treatment was in 14th September 2022, the researcher provided a video with title Kids Try Indonesian Food, while watched the video, the researcher paused the video whenever the dialogue consisted of descriptive text, and the researcher ordered the students to identify the subtitle which was about descriptive text, not only that, students also wrote the new vocabularies which appeared in the subtitle. The teacher controlled in playing or pausing the video whether there was a word or sentence that students found difficult.
For second treatment was at 15th September 2022, in this section the researcher provided the HiHo Kids YouTube Video under the title was Kids Try Indonesia Snack. The same treatment also applied in this second treatment.
After each student watched those videos, teacher gave some question related to the video they have watched.
3) Post-test
After the treatment, the researcher gave a listening test as a post-test to the experimental and control class students at 17th September 2022. The posttest was carried out at the end of the experiment. The goal was to find out whether the experiment affects the participants or not. Posttest would measured students' listening
ability in relation to listening comprehension by listening test in the form of written test which consisted of 20 questions, which number 1-10 was listening recall in identifying detail information and number 11-20 was multiple-choice in identifying the main idea. The listening test applied in the experimental class and control class to measure the t-test.
b. Testing Research Intrument
The test instrument was made by The curriculum used in the educational system is 2013 Curriculum. To reach the aim of teaching English, especially in listening skill, there are Core Competence and Basic Competence used to measure the students’ achievement, this was done to find out and measure how feasible the instrument could be used for data collection.
The test instrument given to students is a test of students' conceptual understanding skills in the form of multiple choice questions and essays which would be used as pretest and posttest questions. Pretest questions were given to students in the experimental class and control class to determine the initial abilities of the students from each class. Then the posttest questions were given back to the experimental class and control class students to determine the students' abilities after being given treatment. The steps to analyze the instrument are as follows:
c. Instrument Validity Test
The validity of a test is the extent to which it measures what it is supposed to measure and nothing else52. Simply, it can be said that a test would be valid, if it measure accurately what is intended to measure. Therefore, related to the research the test is aim to measure the students’ listening comprehension scores use English Subtitling in YouTube Video. Validity has three distinct aspects, all of which are important. They are, content, face, and construct validity.
1) Content Validity
Content validity is essentially and of necessity based on the judgment, and such judgment must be made separately for each situation53. It refers to whether or not the content of the manifest variables is right to measure the concept that is trying to measure. In this resaerch, the researcher measure listening score. The test items were made based on the material in the syllabus that used for the eight-grade students in the school. Based on the explanation above, in making the test the writer try to match each of the items test with the curriculum that was used by MTs Nurul Mukmin The purpose is in order to make the test is appropriate with the lesson that the students accept in the moment when the research is done.
52 J. B. Heaton, Writing English Language Tests (New York: Longman Inch., 1975).
53 Donald Ary et al., Introduction to Research in Education, 8th ed. (Belmont: WADSWORTH, 2010).
2) Face Validity
This aspect of validity refers to whether the test looks as if it is measuring what it is supposed54. A test intended to measure listening comprehension scores in order to apply as follow : a) The kind of test was listening test which is about b) The form of test items was matching test.
c) That languages of items used English 3) Construct Validity
This form of validity refers to the degree to which score on a measure permit interferences about underlying traits55. It is realted to the theoretical knowledge of the concept that was measure. The meaning of the test score is derived from the nature of the tasks examines are asked to perform. Therefore the test instrument was made in the form of multiple-choices and listening recall. To measure the validity of the instrument, the writer used the formulation of Product Moment by Pearson as follows56.
Where the coefficient:
rxy : Correlation coefficient between variable X and variable Y X : The number of score for each item
54 Murcia Marianne Celce, Teaching English as a Second or Foreign Language, 3rd ed. (United States of America: Thomson Learning, 2001).
55 Ibid.
56 Anas Sudjijono, Pengantar Statistik Pendidikan (Jakarta: PT Rajagrafindo Persada, 2008).
Y : The number of total score N : The number of students d. Instrument Reliability Test
Realibility is defined as the extent to which a questionnaire, test, observation or any measurement procedure produces the same results on repeated trials. Realibility refers to consistency of measurement, which is how consistent test scores or other evaluation results are from one measurement to another. Realibility can be defined as the stability of test scores57. To measure the realibility of the measurement, the writer used the formula of Kuder Richardson (KR-21). The formula was as follows58
Where : r11 = (𝑛 1𝑛 ) (1 M𝑡 n M1 (n) )
r11 : Realibility coefficient n : number of question 1 : constant number
Mt : mean total (mean calculated from the total score) St2 : total variance
To know the realibility of the measurement, the writer used the criterion as follows 59:
1) If r11> rtable = Reliable.
57 Haris David P, Testing English As Second Language, 2nd ed. (New York: McGraw Hill, 1969).
58 Riduwan, Metode Dan Teknik Menyusun Tesis (Bandung: Alfabeta, 2010).
59 Riduwan, “Metode dan Teknik Menyusun Tesis”: (Bandung: Alfabeta, 2010), p.128.
2) If r11< rtable, = Not Reliable.
e. Index Of Difficulty
The index of diffulty (or the facility value) of an item simply shows how easy or difficult the particular item proved in the test60. To know the level of difficulty of test, use formula as follow :
Where:
F.V: Index of the diffiluties
R: The number of the correct answer N: The total of the student
Than the result of the formula above is related to the value of F.V as the following classification: 61
F.V 0.00-0.30 : Difficult.
F.V 0.30-0.70 : Fair F.V 0.70-1.00 : Easy