Final Research Proposal

1
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

2
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

3
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

4
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

5
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.

6
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

7
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.

8
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

9
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.

10
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

11
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.

12
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

13
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.

14
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, &

15
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.

16
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

17
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.

18
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

19
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

20
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.

21
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

22
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.

23
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

24
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

25
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.

26
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.

27
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.

28
Bibliography
Chung, & Karl, U. (1994). The effect of audio, a single picture, multiple pictures, or video on second-
language listening comprehension. USA: University Microfilms International.
D. Ambard, P. (2010). Effects Of Narrative Video Script Advance Organizer Strategies Used To
Introduce Video In The Foreign Languag Classroom. United States: ProQuest LLC.
Davidson, K. F. (2009). The Effects of Using Video Advance Organizers on Listening Performance and
the Learning of Culture in the Elementary Foreign Language Classroom. United States: ProQuest LLC.
Ghanimi, A., Arjmandi, M., & Rahimy, R. (2014). The Effect of Audio Story Practice on Iranian EFL
Learners' Listening Comprehension Ability. International SAMANM Journal of Business and Social
Sciences , 95, 92
Gilakjani, A. P., & Ahmadi, M. R. (2011). A Study of Factors Affecting EFL Learners' English Listening
Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research ,
977.
Hayati, A., & Mohmedi, F. (2011). The effect of films with and without subtitles on listening
comprehension of EFL learners. British Journal of Educational Technology , 181.
Hsu, C. K., Hwang, G. J., & Chang, C. K. (2013). An Automatic Caption Filtering and Partial Hiding
Approach to Improving the English Listening Comprehension of EFL Students. Educational
Technology & Society , 270.
Kafadar, T., & Tay, B. (2014). Learning Strategies And Learning Styles Used By Students In Social
Studies. InternationalL Journal of Academic Research , 259.
Kanellopoulos, D. (2012). Semantic annotation and retrievalof documentary media objects. Emerald
Group Publishing Limited , 721.
Li, C.-H. (2013). An alternative to language learner dependence on L2 caption-reading input for
comprehension of sitcoms in a multimedia learning environment. Journal of Computer Assisted
Learning , 17,18
Lwo, L., & Lin, M. C.-T. (2012). The effects of captions in teenagers’ multimedia L2 learning. ReCALL ,
190.
Oxford, U. P. (1999). Key concepts in ELT. ELT Journal , 338.
Press, C. U. (n.d.). English Definition of Video. Retrieved May 11, 2015, from Cambridge Dictionaries
Online: http://dictionary.cambridge.org/dictionary/british/video
S Suvorov, R. (2008). Context visuals in L2 listening tests: The effectiveness of photographs and video
vs. audio-only format. United States: ProQuest LLC.

29
Scott, L. (2014). Falling, Rising, and Non-Final Intonation Patterns . Retrieved Mei 25, 2015, from
Losemyaccent Web site: http://content.losemyaccent.com/live/Intonation.pdf
Szczepaniak, M., Pathan, D. H., & Soomro, N. (2013). A Study Of Teaching Listening To Intermediate
Learners. International Journal of Academic Research , 208.
Vargas, V. O., & Gonzalez, D. M. (2009). Applying Bottom-Up Listening Srategies To Eighth Grade In A
Public High School. 17.

Final Research Proposal

More Related Content

What's hot

Viewers also liked

Similar to Final Research Proposal

More from amirahjuned

In this document

Final Research Proposal