CHAPTER III

METHODOLOGY

The methods for this investigation will be discussed in this chapter. It consists of the
following components: research design, Settings & Context, Participant, research instruments as
means for assessing research questions and data analysis techniques.

A. Research Design

A research design is a plan that provides the researcher with outlines and specifics of
research methods spanning from research issue questions through data analysis.This study is a
case study that focuses on the students' degree of anxiousness.This research uses a qualitative
method approach. Qualitative inquiry is an effective way to explore the perceptions of
participants and unlock their experiences (Elhami& k Khoshnevisan, 2022). Case study
approach qualitative research is a concern with developing explanations of social phenomena.
In simple terms, it can also be interpreted as research that is used to examine the condition or
situation of the object of research.

The reason for choosing the qualitative method is because there is a match between the
objectives to be achieved by the researcher and the results or objectives that can be achieved
when using qualitative method. As stated by McCusker &Gunaydin (2015) selection for the
use of qualitative methods in this case the research objective is to understand how a
community or individuals in accepting certain issues. For this study, the issue that is intended
to be study is anxiety of EFL students in ESP classroom context fe at Muhammadiyah
Kendari University.

B. Settings & Context

This research was conducted in 3 ESP classes in 3 different departments at the

Muhammadiyah University of Kendari, namely the government science department, the
algiculture department, and the fisheries department. The reason the researcher took the 3
classes above was because there were still many students in these 3 classes who were still
experiencing anxiety. The researcher is a research assistant for the lecturer, Mrs. Titin
 Rahmiatin, in the class concerned. Based on several interviews conducted by the researchers
with the research students, the writer found that they felt anxiety during class.

C. Participant

The participants of this study were students from 3 ESP classes from 3 different
majors. Participants in this study were students from batch 2022, or semester 1, from the
government science department, the algiculture department, and the fisheries department.

D. Instrument

In this part, the researcher discusses how the instrument is used to gather data and
determine the best outcomes. The instrument that used by the researcher is questionnaire.

Questionnaire

The Foreign Language Classroom Anxiety Scale, which was created by Horwitz et al.
(1986), was used to evaluate participants' FLCA scores in the current study. FLCAS (Foreign
Language Classroom Anxiety Scale) is a prominent questionnaire for classroom anxiety.
Horwitz et al (1986) created a student questionnaire with 33 components. FLCAS (Foreign
Language Classroom Anxiety Scale) has 33 questions, ranging from 1 to 5, with 1 indicating
"Strongly Agree," 2 indicating "Agree," 3 indicating "Neither Agree nor Disagree," 4
indicating "Disagree," and 5 indicating "Strongly Disagree.". The researcher additionally
translated Horwitz et al (1986) questionnaire from English into Indonesian to assist the
students in completing the quitionare.

E. Data Analysis Techniques

1. Data Indicator

The average score for each question reflects the amount of anxiety of pupils speaking
in a foreign language. This level provides standards for interpreting respondents' average
scores. The higher number indicates that students are anxious about foreign language,
whereas the lower level indicates that students are not anxious about foreign language.
 Scal Meaning range Anxity level Score range
e
1 Strongly Agree Very High 4.50 – 5.00
2 Agree High 3.50 – 4.49
3 Neither agree nor Disagree Average 2.50 – 3.49
4 Disagree Low 1.50 – 2.49
5 Strongly Disagree Very Low 1.00 – 1.49

Table 3.1. The interpretation of the percent

2. The Steps of Data Analysis Techniques

The researcher chooses Foreign Language Classroom Anxiety Scale (FLCAS) Horwitz,
Horwitz & Cope's (1986) as an instrument.

a. The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire has been
adapted as an instrument by translating the English FLCAS material into Bahasa
Indonesia.

b. Check each item one at a time, gradually and attentively, and then ensure that the
questionnaire is clear.

c. Data gathering will be done using Google Forms Web.

d. Distribute the link Google Form link via Whatsapp Group class of the 3 participants
class.

e. Give 24 hours for students to fill the qutioner

f. After receiving the data from the Google form, the researcher analyzed the data using
the fitur of google form.
McCusker, K., &Gunaydin, S. (2015). Research using qualitative, quantitative or mixed
methods and choice based on the research. Perfusion, 30(7), 537–542.
https://doi.org/10.1177/0267659114559116