Sampling Technique ANALYSIS RESULTS

Table 4.3: Research Results cont. Code Result Total Percentage RS10 Students’ motivation are affected by both internal and external factors 7 6.0 RS11 There is a positive and low correlation between students’ motivation and their English achievement 6 5.2 RS12 Participants have positive and strong beliefs towards English teaching and learning learning process, material, teacher, students, method, assessment, test 11 9.5 RS13 There is a correlation among belief, learning strategies and English achievement 2 1.7 RS14 Participants have positive perceptions towards English teaching and learning learning strategy, learning process, material, teacher, students, method, assessment, test 20 17.2 RS15 Participants have negative perceptions towards English teaching and learning learning process, material, teacher, students, method, assessment, test 2 1.7 RS16 Students’ perceptions and beliefs are affected by both internal and external factors 2 1.7 RS17 Students have various learning style visual, auditory, kinesthetic in learning English 3 2.6 RS18 The teaching methods facilitate students with different learning styles to learn English 1 0.9 RS19 The teaching methods do not facilitate students with different learning styles to learn English 1 0.9 RS20 Learning styles help students in learning English 1 0.9 RS21 There is low correlation between students’ learning style and their English achievement 1 0.9 RS22 Students use various learning strategies both direct and indirect in learning English 7 6.0 RS23 The learning strategies affect the students’ English achievement 4 3.4 RS24 Students who have high confidence perform better in English learning 1 0.9 RS25 Students showed some preferences in learning English teacher, material, method, task, test, assessment 3 2.6 RS26 Teaching method improves participants’ creativity in learning English 2 1.7 RS27 Students have good tolerance in learning English 1 0.9 RS28 Students tend to be honest in learning English 1 0.9 Total 116 100 As seen in Table 4.3 there are 28 classifications of research results which were derived from 11 investigated topics. In line with the goals of the studied research reports presented in Table 4.2, some researches had more than one research results. In terms of attitude, the results were classified into five classifications. Those are RS01, RS02, RS03, RS04 and RS05. The majority of research on attitude had yielded the similar result in which the participants had positive attitude towards English teaching and learning and its components as stated in RS01. It has 15.5 of occurrence. Meanwhile four other results receive only 1.7 RS02 and RS04 and 0.9 RS03 and RS05 of occurrence. Research results on motivation were categorized into six categories namely RS06, RS07, RS08, RS09, RS10 and RS11. In terms of occurrence, RS06 appears as the most common result found with 6.9, followed by RS10 with 6 and RS11 with 5.2. The result of RS07 and RS08 have only 0.8 difference. Meanwhile RS09 is the lowest in terms of occurrence. The next topic is belief. Research results on this topic were classified into three classifications namely RS12, RS13 and RS16. Among these three results, RS12 has the highest occurrence with 9.5 compare to the other two RS13 and RS16 which have only 1.7 of occurrence. These findings indicate that the participants had similar beliefs about English teaching and learning which was positive. Research results on perception can be seen through RS04, RS14, RS15, and RS16. Among these four results, RS14 was found in almost all studied research reports on perception. It has the highest occurrence with 17.2. Meanwhile the other three results receive the same outcome with 1.7 of 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