Procedures

This study is primarily concerned in contributing to the quality of the process of teaching and learning through the use of media, particularly using films in English language and literature classrooms. This is a quasi-experimental study that aims at finding out whether the film as a multimodal way improves learners’

comprehension skills in reading and enhances cultural awareness.

Before the main study, a pilot study was conducted in order to determine any problems about research design, procedures and data collection instruments. After conducting the pilot study, the results obtained from the pilot study was assessed by the researcher and then the main study of this research was designed. Relying on the results obtained from the pilot study some items were changed and excluded after making validity and reliability calculations. After this procedure, the pilot study was accepted successful in terms of design, instrumental materials and data collection instruments and the main study was started by the researcher.

In the experimental part of the study, the film Elizabeth: The Golden Age which was used as an extensive reading material as well was chosen for both groups (control and experimental). In this research, according to participants’ interests, educational departments and their proficiency levels, the work (the book and the movie version) named as Elizabeth: The Golden Age was chosen as the material for that part of the study. For the experimental part of the study two groups were formed as experimental and control groups. First of all, a survey research was conducted for the purpose of making descriptive assertions about some population. The proficiency level of the participants included in the study was B1+

so, the groups were accepted homogeneous. While creating control and experimental groups, students who watched the film or read the book were determined and not included in the study.

At the beginning of the study, both control and experimental groups were introduced to the book. Both groups were given a short list of vocabulary words and phrases used in the book (see Appendix 7) and the reading class went on with a cover picture of the book and its title for discussion, then to make the students ready to read; they were given pre-reading questions for a brainstorming activity.

Pre- reading Questions Who was Elizabeth I?

Why do you think the reign of Queen Elizabeth I of England was called The Golden Age?

What kind of clothes is she wearing?

Why do you think the writer preferred to call her as a warrior queen?

Figure 3.1. Pre-reading Questions

Then, both groups were given one-month period to read the book. At the end of the reading process, the control group was given post-reading questions as the post-test of the study. One lesson hour (50 minutes) was given the students in control group in order to answer post-reading questions.

After reading the book at the end of one-month period, the experimental group students were introduced the movie trailer and the core theme in class. All through film class, students viewed segments (7 segments) of ten-to-fifteen-minute video

material. So, four lesson hours (200 minutes) were arranged for the implementation of film viewing section. As the students watched the tape, the teacher stopped occasionally to check comprehension. During this time, students had “while-watching” questions, which purpose to check comprehension but also force students to better concentrate on the film.

While-Watching Questions Segment 1

What was Mary Stuart planning to do?

Was Mary Stuart a Protestant or a Catholic?

Did Elizabeth have a child? What about Mary Stuart?

Were there any doubts about Elizabeth’s fertility?

Who was Walter Raleigh?

Why did Raleigh give the name Virginia to lands that he discovered?

For what did he want permission?

What did Raleigh give to Elizabeth as a gift?

Segment 2

What was Pope’s call about?

What did Bess advise Raleigh to do to attract her attention/favour?

What did Bess think about Raleigh?

Elizabeth said when she liked someone she gave a reward to him. For what did Raleigh want a reward?

Segment 3

Why did Elizabeth envy Bess?

Who was the man that Bess met?

Why did Bess think it was impossible for them to get the favour with the Court?

What was the plan of Spanish Empire- Enterprise of England-about?

What did Dr. Dee tell Elizabeth about her private life?

Segment 4

Why did Elizabeth want to see Raleigh?

Why didn’t Raleigh want to accept Elizabeth’s offer?

Segment 5

What was the message that Mary Stuart sent about?

Why was Mary tried with treason?

Why wasn’t Elizabeth unharmed?

Why didn’t Elizabeth want Mary’s execution?

Segment 6

Did Mary Stuart really commit the crime treason?

Why did Bess think to get Elizabeth’s permission?

Segment 7

What was Raleigh and Drake’s plan for spanning the enemy?

Because of what did the Spanish Armada have to withdraw?

Figure 3.2. While-watching Questions

After watching the film, students in experimental group were given the same post-reading questions with the control group.

In the quantitative part of the study, data was collected through two questionnaires. The first questionnaire which aimed to get students’ attitudes towards using films in their language class after film viewing section was administered to experimental group only (see Appendix 3). The questionnaire was administered by the researcher. Subjects received oral instructions about how to complete the questionnaire, and were encouraged to seek clarification of any items they did not understand. This questionnaire took about 50 minutes (a class hour) to complete, including about 5 or 10 minutes’ initial explanation. The questions were carefully gauged with this amount of time in mind to ensure that they could be completed.

The second questionnaire used in the study was administered to both experimental and control groups. This questionnaire consisted of two parts. The first part aimed to uncover students’ perceptions towards the benefits of the course in terms of cultural awareness. The second part of the questionnaire was to grasp students’ opinions that they gained by the end of the course from the perspective of cultural awareness (see Appendix 4). For the second questionnaire, one lesson hour (50 minutes) was arranged to administer for both groups. The questionnaire was administered by researcher (in the experimental group) and by their class teacher (in control group). Subjects received oral instructions from their teacher and the researcher about how to complete the questionnaire, and were encouraged to seek clarification of any items they did not understand. It took about 50 minutes (a class hour) to complete the questionnaire, including about 5 or 10 minutes’ initial explanation. The questions were carefully gauged with this amount of time in mind to ensure that they could be completed. After one-month period, the post-test of the study was conducted as a retention test to both experimental and control groups in order to assess the durability and gained knowledge of the students from the implementation of the study.