CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

The purpose of this study is to examine the level of perceptions towards literature
component in terms of cultural diversity and language competent among ESL classroom
students. The methodology used in this study is quantitative methodology. The
quantitative data obtained will provide the information on the student’s perception
towards English literature component, specifically in terms of cultural diversity and
language competent. Based on these data, this study also aims to investigate the
relationship between students’ perceptions of English literature and achievement in
English. This chapter will also discuss on research design, population and sample,
research instrument, data collection procedure and data analysis.

3.1 Research Design

Survey research design is employed in this study. In this study, quantitative research
method will be used in conducting this study. In this study, questionnaires related to the
title will be used to accomplish the quantitative method. The questionnaires consist of
background knowledge of students about literature component, their cultural
background as well as their language competency. The survey is designed to examine
the students’ level of perceptions towards English literature component with different
language competency and cultural diversity.

3.2 Population and Sample

The population of this study are students from secondary schools in Selangor. The
sample of this study will be 50 upper form secondary school students in urban area of
Selangor. All of them have been exposed to English Literature since Form One.
However, only targeted students are chosen as sample. The sample will be chosen
randomly.

3.3 Research Instrument

The instrument of this study used Likert scale to gauge students’ level of perceptions
towards the English literature component in terms of cultural diversity and language
competent as well as their achievement. Wallen & Fraenkel (2000) state that the use of
questionnaires enables the consistency of responses across respondents to be
enhanced. However, Nunan (1992) states that it “provides respondents with a range of
possible responses set by the researcher”. Therefore, a set of questionnaire for
students developed by the researcher which consists of 20 questions divided into three
sections. Section A consists the demographic profiles of the respondents, Section B
consists of students’ perceptions towards the English literature component in terms of
cultural diversity and language competency, and Section C consists of students’
achievement in their English subject. A scale of 1-2-3-4 will be used with the number
representing responses of ‘strongly agree’, ‘agree’, ‘disagree’ and ‘strongly disagree’ for
Section B. The questionnaire will take about 15-30 minutes to complete.
3.3.1 Validity

The content validity of the instrument will be established by experienced English

and Literature lecturers who are experts in the related area. The content will be
validated based on the adequacy of the sampling and the format of the
instrument which involve appropriateness of the language as well as the clarity of
the directions (Fraenkel & Wallen, 2010).

3.3.2 Reliability

The reliability of the instrument for this study will be established using a Pilot test
through data collection from 30-40 respondents who are not included in the
sample. After administering the pilot test and questionnaire, a reliability test will
be conducted.

3.3.3 Pilot Test

A pilot study will be conducted before the actual research. Pilot study is known as
the exercise of a mini study to carry out the instrument to see how they work and
get respond from the instrument. The respondents for the pilot are not the actual
respondents. Test-retest method will be conducted after the changes in the
questionnaire have been made. The questionnaire was piloted to a group of
Form Four students who will be chosen randomly to test the clarity of the items in
the research. Test-retest method will be conducted after the changes in the
questionnaire have been made.
3.4 Research Procedure

In this research, a set of questionnaire will be distributes to the chosen sample. The
questionnaires will be distributed to the form 5 secondary school students from several
schools in Selangor. First, the researcher will have to obtain the permission from each
school in order to conduct the questionnaire. For this, the researcher will send a letter to
each selected secondary school to inform every principal about the study and the dates
that the researcher will come to distribute the questionnaires. The researcher will follow-
up the process by making calls to make sure that every principle receives the letter.

During the day in conducting the survey, the questionnaire will be distributed to the
students first during English or Literature period. The researcher will be in charge in
conducting the session. The researcher will give instruction to the students and explain
clearly the purpose of study, the importance of completing the questionnaires and also
the confidentiality of their responses whereby the data would only be utilized for the
purpose of the study. After they have completed the questionnaire, the researcher will
collect the questionnaires. Then, researcher will analyse the data collected.

3.5 Data Analysis

The data will be analysed using Statistical Package of Social Sciences (SPSS).
Descriptive analysis and Pearson-Correlation analysis will be used to answer the
research question provided. Descriptive statistics will be used to analyse the
respondents’ perceptions towards the English literature component. The mean and
standard deviation will be used to provide accurate perceptions answered by the
students on English literature component in terms of cultural diversity and language
competent. Pearson-Correlation analysis will be used to test the relationship between
the students’ perceptions of English literature with the achievement in English. The
demographic profiles will be used as the control variables.

3.6 Summary

There are three main areas that the implementation of literature may benefit: language
development, cultural enrichment and personal growth. From this research, there are
several factors that may affect students’ achievement in English subject. One of the
most important factors is the students’ perception towards Literature component in
English subject. Other elements that may influence the students’ perceptions are
cultural diversity and language competency. Students find it difficult to understand
literature because of the different background and culture of the author. Besides,
students are also less exposed to other culture outside the country. Regarding language
competency, most students didn’t practice English language often. When students use
or practice using English language often, it may enhance their language learning. This
is linked by assessing the linguistic nature of one’s home community, early experiences
in second language learning and current attitudes and beliefs about language learning
and bilingualism (Masgoret, 1999). Early language usage will influence one’s cultural
attitudes, motivation to learn a second language, and self-perceptions of second
language proficiency (Gardner, 1990). Hence, through positive perception of English
literature component, it may leads to positive achievement in students’ English subject
performance.