CHAPTER 3 METHODOLOGY This chapter introduces a description of the procedures of the study in terms of the research design, the population, the participants, the study instruments and the study proced[.]
CHAPTER 3: METHODOLOGY This chapter introduces a description of the procedures of the study in terms of the research design, the population, the participants, the study instruments and the study procedures 3.1 Research methods The researcher followed the quasi-experimental research design with a paired sample in which the researcher suggested four hypotheses and tested them using pre- and post-test The quasi-experimental design is usually used to evaluate the impact of an ongoing program on one or more indicators of output or outcome The statistical analysis of the collected data and the findings of the research were tackled according to the research questions and hypotheses by using the Statistical Package for Social Sciences (SPSS) The data was statistically analyzed using the following statistical analyzing tools: a Cronbach’s Alpha was used to measure the reliability of the test b Cooper coefficient formula was used to calculate the coefficient reliability between the observers c Paired sample t-test was used to answer the questions and to test the hypotheses Regarding the number of students in the test group is 30 students and the control group is 30 students from classes at Can Tho University 3.1.1 Classroom action research Tripp (2005) says that Class Research Action can define research acting in a very simple way that combines research and action in class In other words, it is reflective thinking about what we are doing, those thoughts are based on data mainly by observation methods, collected in daily work, then it turns into actions to improve the learners’ study The nature of class action research is participatory Not being involved is not an action study In other words, there is no study of what action is done in a laboratory by a group of strangers and is independent of the daily work of people who are part of the reality to be studied (Sagor, 2018) 3.1.2 Characteristics of Classroom action research Morrison and Lilford (2001) summarize the main characteristics of action research with five key principles The first principle, which is flexible planning, means that the details and guidelines of a research project are not determined in the first place, but are continually reviewed throughout the work The second principle, which is a repetitive cycle, means that research activities are conducted as a circular process of examining what the problem is, acting and reflecting This principle sees the researcher as an implementer or a change agent, who works to conduct research This process requires constant dialogue with all interested parties The third principle, which is subjective meaning, emphasizes the situations and subjective meanings of those involved in the issues being studied This principle emphasizes the target element of research projects Research projects must set goals to change the situation better throughout the research process The fourth principle, which is simultaneous improvement, emphasizes at the same time that research projects must be devised to change the problem situation for the better during the research process; Then immediately use the data and adjust the research program This means that action research is also an intervention to solve a problem, not just an approach to research Researchers - as implementers - contributed to these changes The fifth principle, is the unique context This point emphasizes the need to take into account the complexity, the unique and ever-changing nature of the social context in which the study is conducted Emphasizing the component of action research, Borgia and Schuler (1996) described the components of action research corresponding to 5C, including: - Commitment: The participants in action research commit to time commitment because it takes researchers time to coordinate with stakeholders to think about the changes, try the approach new, data collection and interpretation of results - Collaboration: In action research, it requires all stakeholders to correlate ideas, suggestions or anything that leads to the success of change - Concern (Concern): During the research process, stakeholders will build a research team to trust each other and trust the value of the project - Evaluation (Consideration): This component requires concentration and careful assessment as a sample search and relationship research, creating meaning in the investigation - Change: Change is a continuation and it is an important element in maintaining the efficiency of people In the study of user needs, Wilson and Streatfield (1982) modeled an action research process with constituent components The author argues that action research has some fundamental differences from basic research This difference is evident at the stages of action research The first difference is in identifying the problem 3.1.3 Aim of classroom action research Both action and research are two activities that take place simultaneously and are repeated, repeating cycles to achieve the goal of effectively improving the state of the organization That is the reflection of the actual data collected mainly by observation methods and other methods through actions aimed at improving certain circumstances Research projects must set a goal to change the situation better during the research process (Day et al, 2016) 3.1.4 Procedures of Classroom action research Creswell (2014) analyzes the action research process consisting of steps These steps can be applied accordingly in researching user information behavior Step 1: Determine the necessity and role of action research Step 2: Determine the research problem Step 3: Identify sources to solve the problem Step 4: Determine necessary information Step 5: Conduct data collection Step 6: Data analysis Step 7: Develop an action plan Step 8: Make plan and reflect 3.2 Research framework The study included the following variables: - The independent variable in this study is the teaching methods: Using Mobile Video Recording learning strategy to enhance EFL learners’ speaking skill - The dependent variable is represented in the EFL learners’ speaking skills: fluency, lexical resource, accuracy of grammar, and pronunciation The researcher designed a teacher guide of eighteen sessions which contains various activities and topics focusing on English speaking skills including fluency, accuracy of grammatical range, lexical resource and pronunciation The researcher designed the activities which included in the teacher guide carefully to fit the mobile-based learning, as well as to maintain the characteristics of using mobile video recording for learning The researcher proposed hypothesizes: H1 There are statistically significant differences between the subjects’ mean scores in the speaking skills pre- and post-test H2 There is a statistically significant effect size of Mobile Video Recording learning on enhancing the EFL learners’ speaking skills 3.3 Data collection and analysis The questionnaire is based on the researcher’s readings, previous studies and published thesis which are related to the study Each question in questionnaire signifies a factor or sub-factors that are measures the population The questionnaire follows a five-point Likert scale with five options, including strongly agree= 5; agree = 4; no idea = 3; disagree = 2; and strongly disagree = Data collection is based on tests, document analysis and interview The procedure of analyzing data is described into three steps Data are categorized into two different ways of collecting data: primary sources and secondary sources, both are fundamental of all researches (Mohajan, 2017) After managing the tests between groups, questionnaire and interview, the results obtained from the respondents were analyzed by SPSS Each participant was provided with a number and the data were entered accordingly by method Descriptive analysis Then, the frequency and percentage for each question were presented in the table 3.4 Procedure of the study In this research, the data are analyzed and evaluated first Second, the researcher classifies the data into some emerging themes related to the study Third, the researcher interprets the data and compares it to the theories discussed under the literature review section in order to answer the research question a) ELSA ELSA (English Learning Speech Assistant) is an application on the phone to support learning to speak English ELSA works as an English communication assistant to select English lessons and help practice pronunciation to communicate in English Some of the notable functions of ELSA are: (1) comparing the English accent with the voice of a native speaker, (2) receiving instructions to correct errors in communicative English, (3) receiving feedback for other sounds in English speaking practice through the IPA phonetic board with Advanced Feedback function, and (4) watch a video tutorial on how to pronounce difficult syllables in communicative English b) Speaky and Lingo Blabla Two software that connect English learners around the world This app helps participants practice with friends who are also looking to learn the language (English) and learners will learn from each other simply by exchanging essential language skills Stage 1: Analyzing the difference between the applied class and the class not applied teaching method using English speaking support software Students will go through steps in this phase: Step 1: Guide to using ELSA software to improve the pronunciation of words and sentences Step 2: Students are instructed to use Speaky and Bingo BlaBla software Step 3: Students participate in simulations and discussions for the instructor to evaluate improvements in English speaking skills During the simulation and discussion, the instructor forms groups of students, usually or students in each group, and raises problems for comment Then, each group works on their topic for a set amount of time and presents their ideas to the class It is important that the speech is shared equally among the group members In the end, the class decided that the winner was the one who best defended the idea Stage 2: Using the method of statistical analysis t-test to find out the significance of the difference between before and after the method of applying the method to classes