Investigated Topic ANALYSIS RESULTS

82 ENTRY CODE SUB-ITEMS F 62INA2015LTME Caricature Media 1 1.96 66INA2015LTME Mindvisualizer 1 1.96 68INA2015LTME Multimedia Vs Flash Cards 1 1.96 71INA2015LTME Sandwich Graphic Organizer 1 1.96 72INA2015LTME Board games 1 1.96 74INA2015LTME Song-related reading texts 1 1.96 76INA2015LTME Short Stories 1 1.96 78INA2015LTME Schoology 1 1.96 81INA2015LTME YouTube 1 1.96 82INA2015LTME Social Media 1 1.96 86INA2016LTME Cartoon Movie 1 1.96 87INA2016LTME Photographs 1 1.96 88INA2016LTME Folklore 1 1.96 90INA2016LTME Facebook Closed Group 1 1.96 91ASI2013LTME E-mail Dialogue Journal 1 1.96 93ASI2013LTME Interactive Weblogs 1 1.96 92ASI2013LTME Time Trap Board Game 1 1.96 97ASI2016LTME E-mail 1 1.96 99ASI2016LTME VideoScribe 1 1.96 100OCC2009LTME On-line Local Newspaper 1 1.96 104OCC2016LTME Twitter 1 1.96 110ICC2016LTME Electronic Flashcards 1 1.96 Total 51 100 Table 4.3 shows the types of learning-teaching media found within the studied research reports. As seen in the table, English educational research on learning-teaching media had involved various types of media. There are 45 types of media found. However, among 45 types, the most frequently investigated subject matters are Podcasts 7.84, Facebook 5.88, and Films 3.92. The rest of the subject matters only occurred in one article or two depending on the goals of the research. Another type of design is assessment. As teachers, they have an obligation to help the students in achieving the goal of the learning process. One way to help the students in achieving the goal is by giving assessment. Therefore, assessment 83 of student achievement is an essential part of the teaching and learning process. It is impor tant since it can help teachers to know and monitor the students’ progress in the learning process. Moreover, assessment can help teacher to find out students current quality of performance, skills, knowledge, or attitudes through some procedures as a problem analysis and problem-solving. Therefore, it will gives certain space for students to restore and improve their performance. The Table 4.4 presents the types of learning-teaching assessment found in the studied research reports. Table 4.4. Learning-Teaching Assessment ENTRY CODE SUB-ITEMS F 15INA2011LTAS Portfolio-based Writing 1 50 106OCC2016LTAS Edmodo 1 50 Total 2 100 Regarding to this study, as seen in the Figure 4.4, the studied research reports only had applied 2 types of learning-teaching assessment. They have the same occurrences. They are Portfolio-based Writing 50 and Edmodo 50. The last category is learning-teaching materials. Every teacher needs supplies and resources in order to have a successful classroom. Instructional materials can be reincarnated into materials which are a means of influencing the quality of classroom interaction and language use. In other words, instructional materials are any resource or tools used in educational lessons, which teacher uses to teach their students and engage them in active learning. The Table 4.5 presents the types of learning-teaching materials found in the studied research reports. Table 4.5. Learning-Teaching Materials ENTRY CODE SUB-ITEMS F 06INA2010LTMA Web-based Audio 1 20 14INA2010LTMA Web-based Model 1 20 56INA2014LTTMA Web-based Resources 1 20 85INA2016LTMA Authentic YouTube Videos 1 20 109ICC2008LTMA Web 1 20 Total 5 100 84 Regarding to this study, as seen in the Figure 4.5, the studied research reports had applied 5 types of learning-teaching materials. They have the same occurrences. They are Web-based Audio 20, Web-based Model 20, Web- based Resources 20, Authentic YouTube Videos 20, and Web 20. The last level of conceptualization and organization within a method is called procedure. Richards and Rodgers 2014: 35 define procedure as the actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according a particular approach or method. Teaching strategies refer to the structure, system, methods, techniques, procedures and processes that a teacher uses during instruction. The Table 4.6 presents the types of learning- teaching techniquesstrategies found in the studied research reports. T able 4.6. Learning-Teaching TechniquesStrategies ENTRY CODE SUB-ITEMS F 98ASI2016LTTSA, 105OCC2013LTTSA, 107ASI2012LTTSA Digital Storytelling 3 7.14 01INA2008LTTSA, 38INA2014LTTSA Jigsaw 2 4.76 02INA2010OLTTSA “One Stays the Rests Stray” and “Lockstep” 1 2.38 03INA2010TTSA Storytelling 1 2.38 07INA2010TTSA Collaborative Writing 1 2.38 08INA2010TTSA Text Retteling 1 2.38 11INA2010TTSA “Crazy Teacher Reading Technique” 1 2.38 12INA2010TTSA Weblogging 1 2.38 13INA2010TTSA Dictogloss 1 2.38 16INA2011TTSA Interpreting and Translating 1 2.38 17INA2011TTSA “Film Dubbing” 1 2.38 18INA2011TTSA Drama Parody 1 2.38 21INA2011TTSA Pair and Group work 1 2.38 22INA2011TTSA Poster Presentation 1 2.38 23INA2011TTSA Three Phases 1 2.38 24INA2011TTSA Mind Mapping 1 2.38 26INA2011TTSA Improvisations 1 2.38 33INA2012LTTSA Collaborative Strategic Reading CSR 1 2.38 37INA2014LTTSA Snowballing 1 2.38 85 ENTRY CODE SUB-ITEMS F 39INA2014LTTSA Speaking activities 1 2.38 43INA2013LTTSA Jigsaw and Numbered Heads Together 1 2.38 55INA2014LTTSA ‘Burst the Ballon’ and ‘Talking Chips’ 1 2.38 57INA2014LTTSA Group work 1 2.38 58INA2014LTTSA Edmodo Based Questioning Technique 1 2.38 59INA2014LTTSA Two Stray Technique 1 2.38 61INA2014LTTSA Fishbowl 1 2.38 63INA2015LTTSA Story Reenactment 1 2.38 67INA2015LTTSA Personal Dilemma 1 2.38 69INA2015LTTSA Communicative drills and exercises 1 2.38 70INA2015LTTSA Debate 1 2.38 75INA2015LTTSA Weekly Report 1 2.38 79INA2015LTTSA Number Heads Together 1 2.38 80INA2015LTTSA Cloze Passage 1 2.38 83INA2015LTTSA Cooperative Integrated Reading and Composition CIRC 1 2.38 84INA2016LTTSA Know, Want, Learned KWL 1 2.38 89INA2016LTTSA Think-Pair-Share 1 2.38 95ICC2015LTTSA Talking Books Technique 1 2.38 101ASI2010LTTSA Shadowing 1 2.38 102ASI2013LTTSA Graphic Organizer 1 2.38 Total 42 100 Regarding to this study, as seen in the Figure 4.6, the studied research reports had applied 39 types of learning-teaching techniquesstrategies. Among 39 types, the most frequently investigated subject matters in learning-teaching techniquesstrategies were Digital Storytelling 7.14 and Jigsaw 4.65. The rest have the same occurrences 2.38.

3. Related Topic

The research reports were categorized with respect to the dependent variables. In this study, the researcher found two kind of dependent variables related to learning-teaching method. They are related to investigated skills and knowledge and related to investigated attitude and related learning factors. In this part, the dependent variables which would be presented were related to skills and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 86 knowledge. English language has four skill, they are listening, speaking, reading, and writing. Also, it has three common knowledge, namely grammar, vocabulary, and pronunciation. The classification of the investigated skills and knowledge can be seen in the following Table 4.7. Table 4.7. Investigated Skills and Knowledge SUB-ITEMS F Reading 18 16.36 Writing 18 16.36 Speaking 17 15.45 Listening 12 10.91 Vocabulary 9 8.18 Integrated Skills 6 5.45 Not-reported 6 5.45 Grammar 4 3.64 Pronunciation 4 3.64 Listening and Speaking 4 3.64 Reading and Speaking 2 1.82 Reading and Writing 2 1.82 Speaking and Writing 2 1.82 Vocabulary and Grammar 1 0.91 Vocabulary and Pronunciation 1 0.91 Listening, Vocabulary, and Pronunciation 1 0.91 Writing and Listening 1 0.91 Vocabulary, Grammar, Reading, and Listening 1 0.91 Integrated Skills and Knowledge 1 0.91 Total 110 100 Table 4.8 presents the research reports which mostly conducted are Reading and Writing 16.36 = 18 research reports, then followed by Speaking 15.45 = 17 research reports, Listening 10.91 = 12 research reports, Vocabulary 8.18 = 9 research reports. Integrated Skills and Not-reported have the same percentage and number of data 5.45 = 6 research reports. Grammar, Pronunciation, Listening and Speaking also have the same percentage and number of data 3.64 = 4 research reports. Reading and Speaking, Reading and Writing, and Speaking and Writing were the least percentage and the number of data 1.82 = 2 research reports. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 87 Another dependent variable in research reports found is related to attitude and related learning factors. Attitude is common word for people. It can be described as the way of behaving. Therefore, research has identified the perceptual beliefs of human beings as the major determinants of their practical attitude towards anything. There are nine categorizations which can be seen in the following Table 4.8. Table 4.8. Investigated Attitude and Related Learning Factors SUB-ITEMS F Motivation 27 24.55 Self-confidence 4 3.64 Perception 3 2.73 Motivation and ActivenessEngagementParticipation 3 2.73 Motivation and Creativity 3 2.73 Participation 2 1.82 Collaboration 2 1.82 Positive Attitude 1 0.91 Positive Interdependence 1 0.91 Independence 1 0.91 Autonomy 1 0.91 Self-esteem 1 0.91 Creativity 1 0.91 Togetherness 1 0.91 Motivation and Self-Reflection 1 0.91 Motivation and Attention 1 0.91 Motivation and Perception 1 0.91 Motivation and Self-Confidence 1 0.91 Independence and Cooperation 1 0.91 Problem-Solving and Decision-Making 1 0.91 Involvement and Self Esteem 1 0.91 Motivation, Discipline, and Responsible 1 0.91 Self-confidence, Creative, and Responsible 1 0.91 Cooperative, Reflective, and Problem Solving 1 0.91 Perception, Motivation, and Self-confidence 1 0.91 Autonomous, Responsible, and Confidence 1 0.91 Collaboration, Problem-Solving, and Participation 1 0.91 Discipline, Active, and Self-Assessment 1 0.91 Cooperative. Social. Active 1 0.91 Awareness, Motivation and Independence 1 0.91 Interdependence, Individual Accountability, and Interpersonal 1 0.91 Creative, Independence, Logical, Critical, Innovative, Tolerance, Respect, and Self-confidence 1 0.91 Respect, Collaboration, Social, Problem-solving, Creative, and Critical Thinking 1 0.91 Creative, Collaboration, and Active Participation 1 0.91 Motivation, Mood, Affective, and Involvement 1 0.91 Motivation, Critical Thinking, Creativity, and Problem Solving 1 0.91 88 Not-reported 37 33.64 Total 110 100 According to Table 4.8, when the studies are analyzed with respect to their variablesresearch interest, the most frequently investigated dependent variable is found to be the variable of Motivation 24.55 = 27 research reports. In the second highest rate is Self-confidence 3.64 = 4 research reports, which is followed by Perception, Motivation and ActivenessEngagementParticipation, Motivation and Creativity 2.73 = 3 research reports and Participation and Collaboration 1.82 = 2 research reports. In a total of 110 research reports, 29 different variables are used and 37 are not reported related to attitude as dependent variable.

4. Research Goal

In conducting a research, selecting and formulating a problem is one of the most important aspects of doing research in any field since there is no way to do research until a problem is recognized, thought through, and articulated in a useful way. A research problem is typically an issue which needs to be resolved. If the problem has been found, the research will be able to specify the purpose of the research, formulate the research questions or hypotheses. In this study, there are four categorizations of research goal which can be seen in the following Table 4.9. Table 4.9. Research Goal SUB-ITEMS F Examiningdescribing the impacteffectiveness of learning- teaching method on students’ achievement or performance. 78 70.91 Examining participants’ perceptionresponses on learning- teaching method. 16 14.55 Examining the comparison of the usage one learning-teaching method and the other method. 10 9.09 Examiningdescribing the impact of learning-teaching method on students’ achievement or performance and Examining participants’ perceptionresponses on learning-teaching method. 6 5.45 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