Validation Technique ANALYSIS RESULTS
occurrence. These findings reveal that most participants hold positive perception towards English teaching-learning including its components.
Research results on learning style were presented through RS17, RS18, RS19, RS20 and RS21. However, considering that the number of research
conducted on this issue was limited, the occurrence of those results is also in a small number. RS17 has 1.7 of occurrence, which is the highest among five
classifications of research result on learning style. The rest results have the same occurrence which is only 0.9. These findings indicate that English educational
research on learning style had yielded various results. In terms of learning strategy, the research results were classified into three
classifications namely RS13, RS22, and RS23. Among the three classifications, RS22 dominates the occurrence with 6. RS23 is in the second place with 3.4
of occurrence. The last is RS13 with only 1.7 of occurrence. Despite the small number of research on this topic, these findings indicate that learning strategy is
an inseparable learning factor affecting English teaching and learning. As seen from the research results, students employed various types of learning strategy in
learning English. Besides, several researchers had confirmed that this learning factor
affected students’ achievement in learning English. Research results on each of these topics i.e. confidence, preference,
creativity, tolerance and honesty was classified into one classification only. In terms of occurrence, all of them receive low percentage. As seen in the Table 4.3,
RS24 about confidence has 0.9 of occurrence, RS25 about preference has 2.6 of occurrence, RS26 about creativity has 1.7 of occurrence, and both RS27
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.