about tolerance and RS28 about honesty have 0.9 of occurrence. These findings indicate that research on these topics had revealed different and specific truth.
B. DISCUSSION
This section discusses the interpretation of the findings presented in the previous section. To achieve precise discussion, this section is divided into two
parts, namely the trends of research on attitude and related learning factors in English education and the relation between the research trends and Competence-
based Learning.
1. The Trends of Research on Attitude and Related Learning Factors in
English Education
The results of the research contents presented in the previous section become a source to discover the trends of research on attitude and related learning
factors in English education. Before going further into the discussion, the summary of the results for each category is presented in the following table.
Table 4.4: The Summary of the Analysis Results No.
Category The Dominant Findings
1 Investigated Topic
-
Motivation
-
Perception
-
Attitude 2
Concept Clarification Most of them shared the similar concept
of the investigated topics 3
Related Topic -
Teaching method -
English skills -
English knowledge 4
Origin Indonesia
5 Participant
University student 6
Research Goal To find out participants’ motivation,
perception, attitude, belief, learning style and learning strategy
Table 4.4: The Summary of the Analysis Results cont. No.
Category The Dominant Findings
7 Research Design and
Method -
Quantitative experimental, survey, correlation, ex-post facto
- Qualitative case study and descriptive
qualitative 8
Data Gathering Instrument -
Questionnaire -
Interview 9
Data Analysis Technique -
Descriptive statistics -
Qualitative 10
Sampling Technique -
Random
-
Purposive 11
Validation Technique -
Validity -
Reliability 12
Research Result -
Participants hold positive perception, attitude and belief towards English
language teaching and learning. -
The teaching methods improved students’ motivation.
- Students’ motivation is affected by both
internal and external factors. -
Students used various learning strategies in learning English.
Based on Table 4.4, the results of investigated topics found within the studied research reports indicated that there was a tendency of English educational
research on three topics namely motivation, perception, and attitude. On the other hand, 18 character values of both spiritual and social attitudes in Competence-
based Learning seemed to receive little attention. These findings pointed out that there was an unbalanced investigation occurred in English education field,
especially those which focused on attitude and related learning factors. As these tendencies emerged from researches which were conducted in 2007 to 2016,
therefore it can be articulated that research topic on attitude in Competence-based Learning is not yet common for English educational researchers. Whereas it has
become the concern of today’s education due to the implementation of Competence-based Learning as the current approach.
In terms of concept clarification, most of the studied research reports shared similar concept of the investigated topics. There were only some of them
yielding different and specific meaning. For attitude, there was a tendency for English educational researchers to view attitude as a learning factor comprises of
affective, behavior and cognitive components. Cognitive component in attitude involves several learning factors such as perception and belief. They differentiated
attitude into positive and negative. As discussed in chapter II, such kind of meaning was termed as attitude in narrow meaning. Once more, this finding
indicated that the concept of attitude in Competence-based Learning, which was termed as attitude in broad meaning, was not yet common among researchers in
English education. The findings on concept clarification also indicated that English educational researchers tended to view perception and belief as similar
concepts as their meanings overlapped. Furthermore, it can be stated that these two concepts were actually parts of attitude, particularly in cognitive component.
Most of the studied research reports did not analyze only one topic but they connected with other topics. The findings on related topic presented in Figure
4.2 indicated that teaching method, English language skills and knowledge were seen as significant component in English education that they were investigated
along with attitude and five related learning factors namely motivation, perception, belief, learning style and learning strategy. It confirmed that English
education in practice could not be separated from such components. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Research on attitude and five related learning factors were conducted in various areas of English namely ECC, OCC and ICC. This finding showed that
these areas had contributed to the investigation of attitude and five related learning factors in English education. As the focus of this research is on
Indonesia, which is a part of ECC, most of the studied research reports were conducted in this country. In other words, research in Indonesia had explored
about attitude and several related learning factors in English education. Furthermore, the findings on origin of the research reports indicated that ECC
division was dominated by Asian countries. The results of participant presented in Figure 4.4 indicated that there was a
tendency for English educational researchers on attitude and related learning factors to choose university students as their research subject. As university
students dominated the findings, the information on attitude and related learning factors within other levels of students, teacher and lecturers is limited. As
university students are adult learners, the information on how these research topics affect young learners in learning English could not be well represented.
The findings on the goals of the studied research reports revealed that the majority of them shared the similar goals. Therefore, some generalizations can be
made. Through these findings, it can be inferred that most of them wanted to find out the participants’ motivation, perception attitude, belief, learning style and
learning strategy without investigating what variables affected those findings. There was only a small number of research which tried to discover the effect of
teaching method towards participants’ motivation. In short, the studies on these topics remained on the surface.
The interpretation of methodology used within the studied research reports covers research design and method, data gathering instrument, data analysis
technique, sampling technique, and validity technique. The findings on research design and method were almost equal for both quantitative and qualitative
methods. However, with only 3 of difference, quantitative method had higher percentage in terms of occurrence. This may be due to the fact that quantitative
method with its statistical technique is able to provide results which are easier to understand rather than qualitative one which is generally very complex. As
pointed out by Harry, Sturges, and Klinger 2005 that quantitative method entails established steps to follow, unlike qualitative which requires judgement decisions
that is quite hard for some inexperienced researchers to do so. However, as the
occurrence of qualitative method was also high, it could be articulated that research on attitude and related learning factors could be conducted both
quantitatively and qualitatively. In parallel with the findings on research design and method, questionnaire
37.9 was found to be the most common data gathering instrument applied in the studied research reports. De Joung 2007, in Gul and Sozbilir, 2016 mentions
that the use of questionnaire enables the researchers to obtain large number of data in quite fast period. However, the weakness of this instrument is that it cannot
provide richer and deeper information about the participants, compared to other instruments usually used in qualitative studies i.e. interview. Moreover, for
