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Research Proposal

To Investigate The Effect Of Using Documentary Video With English Subtitle On

Students’ Performance In Listening Comprehension

Submitted to

Dr. Johan @ Eddy Luaran

Research Proposal (EDU 702)

Prepared by

Amirah Bt Mohd Juned

2014370791

ED7701A1

Date of Submission

19th June 2015

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Contents

CHAPTER 1

1.0 Introduction .............................................................................................................................. 3

1.1 Background of The Research ................................................................................................. 4

1.2 Statement of The Problem ...................................................................................................... 5

1.3 Research Objectives ................................................................................................................ 7

1.4 Research Questions ................................................................................................................. 8

1.5 Operational Definitions .......................................................................................................... 8

1.6 Limitations of The Study ........................................................................................................ 9

1.7 Significance of The Study .................................................................................................... 10

CHAPTER 2

2.0 Introduction ............................................................................................................................ 12

2.1 Theory of Listening Process ................................................................................................. 12

2.1.1 Bottom-Up Model ....................................................................................................... 13

2.1.2 Top Down Model ........................................................................................................ 14

2.1.3 Interactive Model ........................................................................................................ 16

2.2 Listening Stages ..................................................................................................................... 17

2.3 Learning Strategies For Listening ....................................................................................... 18

2.4 The Use of Video As Listening Tool .................................................................................. 19

2.5 Conceptual Framework ......................................................................................................... 21

CHAPTER 3

3.0 Introduction ............................................................................................................................ 23

3.1 Research Design .................................................................................................................... 23

3.2 Population and Sample ......................................................................................................... 23

3.3 Instrumentation ...................................................................................................................... 24

3.4 Data Collection ...................................................................................................................... 25

3.5 Data Analysis ......................................................................................................................... 27

Bibliography ....................................................................................................................................... 28

Appendix..................................................................................................................................28

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CHAPTER 1

INTRODUCTION

1.0 Introduction

Listening skills is one of the important skills that learners especially second or foreign

language learners need to have. It is one of the skills that is quite difficult to teach due to

the task that teachers will conduct is time consuming and boring (Ghanimi, Arjmandi, &

Rahimy, 2014). It is important for teachers to identify the most suitable learning sources

for listening comprehension that suits with students. With the advancement in

technology, there are lots of learning sourcers that have been used in improving listening

comprehension and the most popular source is video. Choosing the most suitable

teaching sources in class will make the learning session more effective and interesting.

Thus, teachers take this opportunity to use audio-visual material to teach listening in

class in order to make the learning session more active (Hayati & Firooz, 2011). Besides

that, many teachers and researchers take this opportunity to display tasks in the

classroom to improve learners’ listening ability (Ghanimi, Arjmandi, & Rahimy, 2014)

Video is one of the successfull tools that have been used in class. According to Yang,

Huang, Tsai, Chung & Wu (2009) as cited in Hsu, Hwang, Chang, & Chang, (2012),

video has been successfully applied to various educational applications. Through video

learners are able to observe and analyze on the setting of the video. Besides, video

provides visual and auditory input that focus on accurate linguistic usage, as well as the

extra linguistic and cultural information that is needed for communication (Davidson,

2009). Video is one of the tools that can help learners to improve their listening skill;

however video with subtitle may help the learners to improve faster in this skill. This is

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because video with the subtitle may help students to increase their attention and improve

their learning achievement by linking the story with their prior knowledge (Winke, Gass,

Sydorenko, 2010 as cited in Hsu, Hwang & Chang, 2013). The study on the video with

caption or subtitle has been conducted since 1980s shows that captioning increase

students language comprehension and facilitates language learning by allowing the

learners to visualize the language that they are exposed to (Davidson, 2009). This is

proved by the study that was carried out by Markham (1989) as cites in Davidson,

(2009) where he found that beginner, intermediate and advance learners who watched

science video with subtitle perform well in their test. It shows that video with subtitles is

really helpful to all students from different level to improve their listening

comprehension.

1.1 Background of The Research

This research will focuses on the effect of using English documentary video with

English subtitles that will help students to improve their listening comprehension. Video

is more applicable for the students to improve their listening comprehension because it

will help learners to observe the gestures, facial expressions and other aspects of body

language that accompany speech (Hayati & Mohmedi, 2011). Meanwhile, video with

multilingual captions and multilingual soundtrack also help the learners not only to

improve their listening comprehension but it helps the learners to enhance their oral and

written language (Li C.-H. , 2013). Video with English subtitles is much more helpful to

learners which English is their second language because it helps them to understand the

story and at the same time they are able to listen on the pronunciation of the speaker. The

study conducted by Markham (1989) as cited in Hayati & Mohmedi (2011), found that

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students from beginner, intermediate and advance are able to improve their listening and

reading comprehension simultaneously after they watch movie with subtitle. Students’

comprehension was tasted through multiple choice questions based on the language of

the video. So, it shows that students are able to improve two skills at one time if they

watch video with subtitles.

Most of Malaysian students face difficulties when they watch any English movie or

documentary without English or Malay subtitles. They do not understand the accent of

the speaker especially native speaker’s accent. It is the same case with Persian students

who watched English movie without English subtitles. According to Hayati & Mohmedi

(2011), movie with Persian subtitles distracted students’ attention and prevented them to

concentrate on the spoken language. Thus, it will be difficult for the students to improve

their listening comprehension because they are focusing on the subtitles of their mother

tongue subtitles. Thus, this paper tends to provide an overview on either English

documentary with English subtitles or without subtitles can help Diploma Students in

UiTM in improving their listening comprehension.

1.2 Statement of The Problem

According to Marta Szczepaniak (2013), listening has many problems that are still

uncovered or vague. This is because many people including researchers are paying less

attention to this language skills. Due to this, many instructors or teachers are not exposed

on the suitbale tools that can be use in class. With the advancement of technology in

education, lots of instructional technology has been used in teaching especially in

teaching four skills; reading, listening, writing and speaking. As for listening, the most

popular tools that teachers used in listening class are video and audio.

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Video can be one of the suitable tools for improving listening comprehension. This

was supported by early research where they suggested that visual support is a one way to

promote L2 listening comprehension was by using pictures (Bransford & Johnson, 1972

as cited in Chung, 1994; Muller, 1980 as cited in Suvorov, 2008). The use of video as a

tool in promoting listening comprehension is more authentic in terms of context,

discourse, paralinguistic features, and culture (Coniam, 2001 as cited in Suvorov, 2008).

Besides that, a widespread view on the use of video in promoting listening

comprehension has expended where some researchers stated that both target-language

captions and native-language subtitles were anathema to develop listening

comprehension, but this popular view has not been well tested (Robin, 2007 as cited in

Hayati & Mohmedi, 2011). Other than that, video also helps students to observe the

gesture, facial expressions and other aspects of body language that accompany the

speech (Hayati & Mohmedi, 2011).

In order to assit students to be more comprehend in listening comprehension, most

English learning systems provide subtitles or captions on videos (Hsu, Hwang, & Chang,

2013). Learners will gain many advantages from video subtitles system where it could

bridge the gap between the students’ ability in reading and listening (Garza, 1991 as

cited in Hsu, Hwang, & Chang, 2013). Other than that, according to Chung (1996) as

cited in Hsu, Hwang, & Chang, (2013), reported that video with captions will be able to

help students to associate the spoken and written form of words more easily and quickly

compared to video without captions.

However, even though video with subtitle may help students to improve their

listening comprehension but if the students are relying too much on the subtitles when

watching the video it might not be conducive in improving listening skills (Latifi,

Mobalegh, & Mohammadi, 2011 as cited in Hsu, Hwang, & Chang, 2013). Some

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researcher also mentioned that videos without subtitles or captions are more beneficial

because it may force students to pay more attention to various pronunciations features

(Hulstijn, 2003; Field, 2003; Vandergrift, 2007 as cited in Hsu, Hwang, & Chang, 2013).

According to Hayati & Mohmedi, (2011) they mentioned that many teachers started to

use video in the classes but they are still unsure whether they should use video with or

withous subtitles and in what language the subtitle should be in order to improve

students’ listening comprehension.

Therefore, since there are various results on the use of video as a tool in promoting

listening comprehension among second language learners, thus another study should be

carried out in order to identify the effect of using English documentary video with

English subtitle in improving students’ listening comprehension.

1.3 Research Objectives

The research objectives of this study are as follows:

1.3.1 To investigate the effects of using documentary video with English subtitle to help

students in listening comprehension.

1.3.2 To identify the effects of using documentary video without English subtitles to

help students in listening comprehension.

1.3.3 To illustrate how video can helps students in listening comprehension.

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1.4 Research Questions

1.4.1 Do documentary video with English subtitle can help students to improve their

listening comprehension?

1.4.2 Do documentary video without English subtitle can help students to improve their

listening comprehension?

1.4.3 How the video can helps students in listening comprehension?

1.5 Operational Definitions

1.5.1 Comprehension

Comprehension is described as the ability of someone to understand something

(Oxford University Press, 2015). Branching from this definition, for the purpose of this

study, comprehension refers to students’ comprehension in listening when using

documentary video with English subtitle.

1.5.2 Documentary

According to Kanellopoulos, (2012) he stated that documentary is a media work

catergory that applied to photography, film and televsion where it use dramatization,

observational sequences and various combinations of interview material with images that

portray the degrees of referentiality and aesthetic crafting. He also mentioned that

documentary can relate data from science where it mix science, narrative and image

where all these mixes are from the filmmakers’ point of view. Even though documentary

relates data from science, but it is not considered as science report. Kanellopoulos,

(2012) illustrate this with the example of a travel documentary. It is a documentary film

that describes travel or tourist attractions in a non-commercial way. So here, it explained

that this documentary is not a scientific report but it is based on knowledge about tourist

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attractions. For the purpose of this study, documentary refers to the type of video that

will be use to test students’ understanding in listening comprehension.

1.5.4 Video

Video is a recording of moving pictures and sounds, especially as a digital file, DVD,

etc (Cambridge University Press, 2015). For the purpose of this study, video refers to the

tool that will be use in analyzing students understanding in listening comprehension and

analyzing students performance in listening comprehension.

1.6 Limitations of The Study

The first limitation is the respondents of the study. The respondents is only limited to

Diploma students of UiTM who are taking course ELC120. ELC120 is a listening course

which is a compulsory subject that Diploma UiTM students need to take. The

respondents will be from semester 1 students who never take this course. Thus, the

repeaters of this course will be excluded from being the respondents of this study.

The second limitation of this study is the sample size. The sample size of this study is

about 150 students which all of them are from 6 different classes and courses.

The third limitation is the place that this study will be conducted. The respondents of

this research will be diploma students from UiTM from any campuses in Malaysia. The

sample of the respondents cannot be the representative of the rest of the population

because students from different universities might show different results. Besides that,

the study only focuses on the Malaysian context and it focuses only to students who take

listening course in UiTM. Therefore, this study cannot be a reference to other

researchers who want to look at the effect of documentary video with English subtitles to

improve students’ listening comprehension in the worldwide view.

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The fourth limitation is the sample of the study. This study will use purposive sample

where the researchers will select only semester one diploma students from UiTM who

take ELC120 course. Besides that, the researchers will not included repeaters in this

study because they have already taken the course in their previous semester. Other than

that, the respondents also will be varied in terms of their courses.

1.7 Significance of The Study

Firstly, the study of using English subtitle in documentary video in improving

students’ listening comprehension is to identify how watching video with English

subtitle can help students improve their listening comprehension. The significance of this

study is to see how video with and without English subtitle in documentary video can

help students in improving their listening comprehension. If the use of English subtitle in

documentary video can helps students in improving their listening comprehension,

students and teachers can apply this method in the learning session and in the listening

test as well. Therefore, it is important to identify whether the use of English subtitle in

the documentary video can helps students to improve their listening comprehension.

Besides that, this study also would like to identify on how students’ performance is in

listening comprehension when using documentary with English subtitle. Video with

English subtitle and without English subtitle will be use in this study in order to

indentify on students performance in listening comprehension. The documentary video

will use in order to see whether students can perform in listening comprehension or not.

It is important to conduct this study because many students did not comprehend in their

listening comprehension. The video approach is one of the solutions that teachers and

educators can use in order to help students in their listening comprehension. There are

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various types of videos that can be used and of it by using documentary video with and

without English subtitle. Thus, this study will identify whether this approach is doable or

not in order to improve students’ listening comprehension.

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CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

This study will explore on the use of video and audio in listening comprehension in

order to improve students listening skill. The main objective of this chapter is to analyze and

review past studies on the effect of using different tools to improve students listening skills.

This chapter divided into three parts. First part will discuss on theory of listening process.

Second part will discuss further on students learning strategies. The last section focused on

the use of video as listening tool. Thus, this chapter will provide on the information about

listening comprehension and types of tools used to improve listening skills.

2.1 Theory of Listening Process

As cited by Ghanimi, Arjmandi, & Rahimy (2014), according to Vandergrift, (1999)

listening is an active process that is complex where listeners need to differentiate the sounds,

understand vocabulary and grammatical structures, interprets stress and intonation, retain

what has been gathered in previous process and lastly decode it among social-culture context.

Besides that S Suvorov, (2008) also stated that listening comprehension is complex process

because it involves the process of auditory and visual incoming stimuli in the human brain,

activation of different types of knowledge and production of a response. There are three

models in explaining the listening process which are bottom-up model, top-down model and

integrative model. It is important for the teachers to know about the listening process because

it will help them to identify the learners’ problem with listening comprehension. Most of the

teachers only focus on the result of students’ listening comprehension where this approach is

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not right because they only look at on the outcomes of listening not the on the process of

listening. Therefore, the three models of listening process need to be explored by teachers in

order for them to know their students’ listening comprehension.

2.1.1 Bottom-Up Model

The first model is known as ‘bottom-up’. The model assume that in the

listneing process, the listeners are trying to understand what they hear where they

need to figure out on small units in listening such as individual sound or phonemes

(Szczepaniak, Pathan, & Soomro, 2013). After the listeners have collected small info,

they will combine it into words, phrases, clauses and sentences and will decode the

ideas that they get from the complete set of sentences to produce message and

information that they listen to. The bottom-up model related to being able to

recognize the small patterns of the spoken text such as words and sound. Before the

listeners are able to get the message of the information that they heard, they need to

collect all the items from the audio. That is why this model known as bottom-up

because this model explain the process of listening where it goes from bottom to top

to finally arrive the message (Vargas & Gonzalez, 2009). This process is

hierarchically formed where it start from the most specific at the bottom and to the

most general at the top. The sound that the listener received will trigger their

schemata hierarchically that is organized in a listener’s mind. The knowledge that the

listener have are phonological knowledge, morphological knowledge, lexical and

syntactical knowledge which analyze the sentence structure (Gilakjani & Ahmadi,

2011). All these knowledge are related to listeners’ linguistic knowledge.

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In the listening process, the listeners will be a bit delay a few second behind the

speaker in order to get the message because they need to analyse the phonetic signal,

identifying words and assembling sentences in parallel (Oxford, 1999). Listeners can

be trained to perform this process through activity that requires them to discriminate

two sounds or distinguish rising and falling intonation (Gilakjani & Ahmadi, 2011).

Rising and falling intonations will indicate pauses, questions, stops and it also

communicate the emotions of the speaker (Scott, 2014). It is important for the teacher

to train their students to distinguish the sounds in order to help the students to go

through the listening process easily. Students should know about these intonations in

order for them to understand more about the intention and the message of the speaker.

From the previous research it shows that bottom-up model is the normal

process that the students will go through when they listen to an audio. When students

listen to an audio, they not only listen to the voice but they will collect the

information and convert the information to the message. Therefore, teachers and

students should aware about this model in order for them to be more comprehend in

listening.

2.1.2 Top Down Model

For the top-down model, it assumes that listeners use their prior knowledge to

interprete the utterances that they are exposed to (Szczepaniak, Pathan, & Soomro,

2013). This is also known as schemata where students use their pre-existing

knowledge to understand on what they listen to. Using students’ schemata in listening

class may help them to improve their listening comprehension (Ghanimi, Arjmandi, &

Rahimy, 2014). According to Howard, (1987) as cited by Ghanimi, Arjmandi, &

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Rahimy, (2014), the main features in schemata that can help learners in improving

their listening comprehension is to have a deep effect on world perception and

language understanding. Each of students has their own schemata where the schemata

that they have influenced by their background, knowledge, experience and it is

perceived in different ways where it depends by the learners. The contextual

information comes from different sources such as from speaker or writers’

knowledge, from knowledge of the world, from analogy with a previous situation or

from the meaning that they have built previously (Oxford, 1999). Students who

already have their own schemata may facilitate their attempt to grasp the incoming

information by relating familiar information with the new information and if they are

not familiar with the information, it can hamper their effort to comprehend a

particular utterance (Gilakjani & Ahmadi, 2011). When students or listeners are

familiar with the subject that they listen to, it makes their comprehension higher

compared to those who have never encountered similar topic or text (Szczepaniak,

Pathan, & Soomro, 2013).

Thus, the previous knowledge or the schemata that the listeners have help

them more familiar with the text that they listen to if the text is related to their

knowledge or experience. Top-down model is the suitable model that can represent

when it is related to listening process. This is because this model is more active

compared to bottom-up model. This model not only collecting small information, but

it will process the information which related to listener’s prior knowledge.

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2.1.3 Interactive Model

Interactive model is another theory used in listening process. According to

Flowerdew and Miller (1999) as cited by Szczepaniak et. Al (2013), interactive model

is the combination of bottom-up model and top-down model. The combination of

bottom-up model and top-down model will produce a complex and simultaneous

process of background knowledge information, contextual information and linguistic

information which make the comprehension and interpretation become easy

(Gilakjani & Ahmadi, 2011). But some researchers found that the process did not

happen simultaneously. According to Oxford, (1999), based on the study on L1, it

shows that the contextual information is invoked before perception which can help

readers to anticipate the words. The study also shows that it becomes available during

the perceptual process and it is employed after a word has been identified. When

students able to adapt interactive model in the listening process, it will help them to

use either one of the knowledge that they have; previous knowledge or linguistic

knowledge. For example, if the listeners are familiar with the content of the audio,

they will use their background knowledge at the same time to make prediction of the

new information that they listen to. Meanwhile, if the listeners are not familiar with

the content, they can use their linguistic knowledge especially lexical and syntactical

knowledge in order to make sense of the information (Gilakjani & Ahmadi, 2011).

During integrative stage, the listeners will pay attention to input and the

sounds are stored in echoic memory. The input that stored in the echoic memory will

encode some initial analysis of the language and transform the input into meaningful

representations. They stated that integraitve model paid attention to integrative

listening learning like pre-listening, while-listening and post listening. These

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integrative listening learning will help the teachers to conduct the listening session

more effective hence can help the students to improve their listening comprehension.

2.2 Listening Stages

According to Bejar, Douglas, Jamieson, Nissan, & Tuners, (2000) as cited in S

Suvorov, (2008), there are two stages of listening comprehension which are listening stage

and response stage. Listening stage is where the process of an acoustic signal by receptive

and cognitive process, the activation of three types of knowledge, and the transformation of

the acoustic signal into a set of proposition. According to Gilakjani & Ahmadi (2011), speech

perception shows that listening comprehension involves more than decoding of the sounds.

According to Rivers (1983) as cited in Gilakjani & Ahmadi (2011), speech perception has

identifies three stages of listening comprehension. In the first stage, the listeners must

recognize that the sounds that they received are actual message not just the noise. It is

important for the listeners to recognize this because the sounds are elements of the language

system. In the second stage, the listeners identify the sound along with lexical and syntactic

forms by segmenting and grouping them. In third stage, recording process will take place

where it will retain the auditory message in long-term storage. While listening is happening,

these three stages will take place.

From the finding that the researchers have found, it shows that listening

comprehension will go through three stages. Each of the stages plays an important role in the

listening because the stages will bring the students to the understanding of the audio that they

listen to. Therefore, stages in listening comprehension is one of the important aspects that

need to take into consideration because if the students have gone through all these stages, it

will help the students to be a good listener.

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2.3 Learning Strategies For Listening

It is important for the learners to identify their preferred learning strategies in order

for them to become more effective and independent learners (Al-Qahtani, 2013). Learners

preferred learning strategies are normally related with their learning styles where it represent

on learners charactertistics which will remain stable and unchange (Kafadar & Tay, 2014).

Each individual will experience different learning process depend on their characteristics and

the differences have some variances in terms of their learning strategies, learning styles,

intelligence fields and study habits (Kafadar & Tay, 2014). It important for the listeners to

know the strategies to improve their listening comprehension because the strategy may help

them to approach specific method to solve the problem or task, help to identify modes of

operation to achieve particular result, and help in manipulating certain information. Besides

that, when students know which strategy that they should use, it will help them to verify

understanding and overcome their anxiety.

There are three types of learning strategies that listeners can use, which are cognitive,

metacognitive and social strategies. (O’Malley & Chamot, as cited in Al-Qahtani, 2013).

Cognitive strategies are related to comprehending and storing input in working memory or

long term-memory for later retrieval (Gilakjani & Ahmadi, 2011). For listening

comprehension, cognitive strategy is the most frequent used among students. Cognitive

strategy can be categorized as rehearsal where it involve repeating the names of things that

students normally hear in the listening process where it allows learner grouping the

information to improve comprehension and elaboration where it use prior knowledge as

described in top-down model (O’Malley, et al, 1989 as cited in Szczepaniak, Pathan, &

Soomro, 2013). Cognitive strategy is the most suitable strategy that can be use for listening

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comprehension because it is related with models of the listening process which are bottom-up

model and top-down model. Students can adapt cognitive strategy in the bottom-up

processing because it refers to the incoming input the will be used as the basis for

understanding the message. Meanwhile, for top-down processing it went from meaning to

language where learners can predict what will utter by the signal (Richards, 2008 as cited in

Gilakjani & Ahmadi , 2011).

There are many learning strategies that students can choose in listening

comprehension. Cognitive strategy is the most suitable strategy as it is related to the model of

listening process. The strategy that is related to listening process is the most suitable strategy

because listening process is where the students are able to understand the audio that they

listen to.

2.4 The Use of Video As Listening Tool

To identify the most suitable tools or approaches to improve students listening

comprehension is based on their preferred learning strategies. From students preferred

learning strategies, teachers are able to choose the most suitable tools to use for listening

class. The most suitable learning strategy for listening task is cognitive strategy (Vandergrift,

1999 as cited by Marta Szczepaniak). This is because cognitive strategy present pictures and

words visually as animation and on-screen text give additional load on the learner visual

information-processing process (Li C.-H. , 2013). Video or moving picture as the aid for

listening will give redundant meaning where it will be useful in helping the learners to

understand more in listening passages (Chung & Karl, 1994). Besides that, according to Ur,

(1984) as cited by Chung (1994) , her pedagogical text assume that visual information does

not distract the learners and it helps the students to correctly interpret the meaning of the

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visual data. The use of video as a medium to improve students listening comprehension is a

good approache because according to Hayati & Mohmedi, (2011), video allows the students

to observe the gestures, facial expressions, and other aspects of body language that come

together with the speech. Besides that, video will give the information to the students about

the culture of the speaker. It will shows real-life cultural situation where it will create a

meaningful classroom environment (D. Ambard, 2010). In using video as a tool for listening,

the learners will engage in three major processes which are selecting, organising and

integrating (Lwo & Lin, 2012). In selecting process, the listeners must select relevant images

to be retained as an image base in the visual working memory. Next in the organisation

process, the image will organise into a coherent visual representation. Integrating is the last

process where learners need to integrate the visual representations by making one-to-one

connections between features of the two representations. As cited Low & Lin, (2012), based

on the study conducted by Chun & Plass (1996), on university students, they found that

advanced multimedia tool did facilitate overall comprehension and that annotating individual

vocabulary items with both visual and verbal information was more useful than providing

only verbal information.

It has been proven that the use of video will give more benefit to students in

understanding listening comprehension because students are able to analyze in details the

information that they get from the video.

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2.5 Conceptual Framework

The conceptual framework for this study is shown in Figure 2.1 and it illustrates how

the variables used in this study which is documentary video related with students’ listening

comprehension.

Figure 2.1: Conceptual Framework

This study will investigate in dept on the use of documentary video with English

subtitle in improving students lsitening comprehension, the use of documentary video without

English subtitle in listening comprehension and students’ opinion on the use of documentary

video in listening class. These three variables will perceive the role of documentary video

with and without English subtitle in improving students’ understanding in listening

comprehension. As shown in Figure 2.1, the use of documentary video with and without

Students

Documentary Video (With

English Subtitle)

Documentary Video (Without

English Subtitle

Listening Comprehension

use

use

affects

affects

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English subtitle will give effect on students’ understanding in listening comprehension. Thus,

this study wants to see the use of documentary video with and without English subtitle on

students’ understanding in listening comprehension.

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Chapter 3

Research Methodology

3.0 Introduction

This chapter will discuss the following; Research Design, Population and Sample,

Instrumentation, Data Collection and Data Analysis.

3.1 Research Design

This is quantitative approach. This study employed experimental design. The design

was meant to identify the effect of documentary video with English subtitle in improving

students listening comprehension, to identify the effect of documentary video without English

subtitle in studens listening comprehension and to analyze on the students understanding in

listening comprehension using documentary video. Diploma students from Universiti

Teknologi MARA will be chosen as the sample of this study. The pre-test and post test will

be conducted for this study in order to identify on students understanding in listening

comprehension. Besides that, set of questionnaires will be use as well in order to identify the

effect of using documentary video in improving their listening comprehension.

3.2 Population and Sample

The population for this study will be all diploma semester one students from

Universiti Teknologi MARA from all campuses. This study will use non-random sampling to

choose the respondents and purposive sampling will be use as a method in choosing the

respondents. Purposive sampling is where the researcher will target certain group of people to

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be their respondents and for this study the respondents are from Universiti Teknologi MARA

who are taking ELC120 course. ELC120 course is a listening course that is compulsory for

diploma semester one students need to take. The sampling technique is chosen based on the

objective of this study which is to identify the effect of documentary video with English

subtitle in improving their listening comprehension. All of the respondents consist of students

from various courses. The size of the sample for this study is 150 respondents.

3.3 Instrumentation

The instrument that will be use for this study to collect the data is questionnaire, pre-

test and post-test questions, documentary with English subtitle and documentary without

English subtitle. Questionnaire will be use in order to identify the effect of using

documentary video on students listening comprehension understanding. Pre-test and post-test

will be use in order to know students improvement in listening comprehension before and

after they watched documentary video with and without English subtitle. Meanwhile,

documentary video with and without English subtitle will be the main instrument to identify

its effect in students’ listening comprehension.

Questionnaire is adapted from S Suvorov, 2008. It consist both open ended and close-

ended questions. Open ended questions will be use as in the researcher wants to know

students’ personal opinion about the use of video documentary in listening comprehension.

Meanwhile, close ended questions will use likert scale in which five-item scale from strongly

agree to strongly disagree. The questionnaire will distribute to the students who have watched

the documentary video in order to answer the research question of this study.

Pre-test and post-test will be use as well in this study in order to identify students’

level understanding in listening comprehension. Pre-test will be use before the students watch

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documentary video with and without English subtitle. Meanwhile, post-test will distribute

after they have watched the documentary video. Both pre-test and post-test questions will use

open-ended questions because the researcher needs to analyze on the students understanding

in listening comprehension using documentary video with and without English subtitle. The

pre-test questions will consist of the questions about students’ background and experience in

learning listening comprehension in class. As for the post-test questions, it will ask about

students experience and opinion in using documentary video with and without English

subtitle.

3.4 Data Collection

The respondents of this study are diploma semester one students from Universiti

Teknologi MARA and all of them are students who are taking ELC120 course which is a

listening course in UiTM. The students will be given a pre-test question before they watch the

documentary video. Documentary video with English subtitle will be given to them first and

after they watched the video they need to answer the post-test questions. Few weeks later, the

students will be given documentary video without English subtitle. After they watched the

video, the post-test will distribute to them. The students need to answer the post-test

questions twice because they will watch two different types of documentary video.

After the respondents have done the pre-test, post-test and have watched the video,

the questionnaire will distribute to them in order to know students most preferred

documentary video; with English subtitle or without English subtitle.

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Figure 3.1: Summary of data collection procedure

The data collection for this research is shown in Figure 3.1 where it shows the process

on how the researcher will collect the data from the respondents. The process shows in Figure

3.1 is for documentary video with and without English subtitle.

Set of pre-test questionnaire will be given to the students.

Documentary video with English subtitle will be given to students.

Set of post-test questionnaire will be given to the students.

Questionnaire will be given to the students.

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3.5 Data Analysis

All the data collected from the post-test, pre-test and questionnaire will be analyzed to answer

three research questions of this study.

Table 3.2: Summary Of Data Analysis

Research Objective Instrument Analysis

i) To investigate the effects of

using documentary video with

English subtitle to help

students in listening

comprehension

Pre-test

Video

Post-test

To analyze students’

performance in listening

comprehension before and

after they watch documentary

video with English subtitle.

ii) To identify the effects of using

documentary video without

English subtitles to help

students in listening

comprehension.

Pre-test

Video

Post-test

To analyze students’

performance in listening

comprehension before and

after they watch documentary

video without English subtitle.

iii) To illustrate how documentary

video with and without subtitle

can helps students in listening

comprehension.

Questionnaire To analyze the effect of using

documentary video with and

without English subtitle in

improving students’ listening

comprehension.

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APPENDIX