89
Total 110
100
As seen in Table 4.9, there are four categorizations of goal. Among these four goals, the frequently investigated research problems found is about
“Examiningdescribing the impacteffectiveness of learning-teaching method on stude
nts’ achievement or performance” 70.91 = 78 research reports, “Examining participants’ perceptionresponses on learning-teaching method”
14. 55 = 16 research reports, “Examining the comparison of the usage one
learning-teaching method and the other method ” 9.09 = 10 research reports,
and the least percentage of four catego rizations was about “Examiningdescribing
the impact of learning-teaching method on students’ achievement or performance
and Examining participants’ perceptionresponses on learning-teaching method” 5.45 = 6 research reports.
5. Research Design and Method
Having method becomes a crucial part in a research as they lead the researchers to run the study. Like what the other kinds of research have, research
methods are classified into quantitative approach, qualitative approach, and mixed approach. The following Table 4.10 will represent the existence of each research
design and method utilized in English educational research report.
Table 4.10. Research Design and Method SUB-ITEMS
F
Q ua
nt it
at ive
Pre-experimental 8
7.27 Quasi-experimental
11 10.00
Experimental 10
9.09 Survey
4 3.64
Survey – Self-report
1 0.91
Quantitative 4
3.64 Content Analysis
1 0.91
Descriptive Quantitative 1
0.91 Sub-total
40 36.36
Q ua
li ta
ti ve
Descriptive 3
2.73 Descriptive Qualitative
13 11.82
90
SUB-ITEMS F
Case Study 4
3.64 Phenomenological
1 0.91
Library Study 1
0.91 Lived-experience
1 0.91
Experiential 1
0.91 Sub-total
24 21.82
Mixed Research and Development RnD
1 0.91
Classroom Action Research 32
29.09 Sub-total
33 30.00
Not-reported 13
11.82
Total 110
100
As can be seen from Table 4.10, it has been found out that quantitative research reports have a significant percentage 36.36 = 40 research reports in
total number of research reports published. This was followed by mixed design 30 = 33 research reports and some research reports 21.82 = 24 research
report employed qualitative designs as research approach. In addition, there were 13 research reports which were not reported the research designmethod 11.82.
It can be implied that English education researchers demonstrated still more interest in qualitative and quantitative research designs than mixed research
design. When research reports connected with quantitative research designs in
detail, it seems that experimental research designs 36.36 = 29 research reports have been mostly preferred and non-experimental designs have less percentage
10.01 = 11 research reports than experimental research designs. With respect to experimental research designs, it has been found that Quasi-experimental 10
= 11 research reports are the most preferred methods, then followed by Pre- experimental 7.27 = 8 research reports, Experimental 9.09 = 10 research
reports, Survey 3.64 = 4 research reports, and Content Analysis 0.91 = 1 research report.
91
Similarly, when research reports connected with mixed method design, Classroom Action Research 29.09 = 32 research reports is the most preferred
methods in mixed research designs. Then, it is followed by Research and Development RnD.
The last category, qualitative research design, are considerably lower than quantitative and mixed methods. It seems that descriptive qualitative research
designs is 48.18 = 53 research reports the most preferred method in qualitative design. Other research methods in qualitative design, such as Descriptive,
Descriptive Qualitative, Case Study, Phenomenological, Library Study, Lived- experience, and Experiential have used very little.
6. Data Gathering Instruments
Researchers are collecting data by using instruments. An instrument is a tool for measuring, observing, or documenting qualitative and quantitative data.
Therefore, it is common to use more than one instruments in collecting data. Relating to the previous section, research design and method of studied research
reports which present various types of them, the type of data gathering instrument varies as well. The findings are presented in the Table 4.11.
Table 4.11. Data Gathering Instruments SUB-ITEMS
F
Tests and Questionnaire 25
22.73 Tests
22 20
Questionnaire 10
9.09 Tests and Interview
9 8.18
DocumentProject 7
6.36 Tests, Questionnaires and Interview
7 6.36
Questionnaire and Interview 4
3.64 Interview
3 2.73
Assessment 2
1.82 Interview and Document
2 1.82
Interview and Focus Group Discussion 2
1.82 Questionnaire and Assignments
2 1.82
Focus Group Discussion 1
0.91
92
SUB-ITEMS F
Test and Assessments 1
0.91 Questionnaire and Self-Assessment
1 0.91
Questionnaire and Essay 1
0.91 Questionnaire and Document
1 0.91
Questionnaire and Focus Group Discussion 1
0.91 Questionnaire, Focus Group Discussion FGD, and Document
1 0.91
Questionnaire, Interview, and Document 1
0.91 Questionnaire, Interview, and Project
1 0.91
Questionnaire, Interview and Portfolio 1
0.91 Questionnaire, Interview, Document and Test
1 0.91
Test and Document 1
0.91 Tests, Questionnaire and Assessment
1 0.91
Interview and Self-Assessment 1
0.91 Focus Group Interview and Project
1 0.91
Total 110
100
The Table 4.11 presents the use of data gathering instrument within 110 research reports. From the table above, there are several types of instruments
found from the studied research reports. However, it found out that Tests and Questionnaire 22.73 = 25 research reports are widely used unlike other tools.
As much as 20 or 22 researches are found to use tests. Also, 9.09 or 9 researches are found to use questionnaire. Tests and questionnaire are known to be
used in quantitative research. In line with the previous section which found out that the majority of research method and design investigated is quantitative
research.
7. Participants
In this study, participant groups are another element to be analyzed from the data research reports. One of steps in conducting a research is selecting
participants and sites. In this step, the researcher is identifying the people and places the researcher plan to study. This involves whether the researcher select
either individuals or entire organizations e.g., schools or some combination. Who can supply information that the researcher will use to answer the research
