As seen in the figure, there are five types of validation technique found within 33 research reports. Both validity and reliability which belong to
quantitative method receive the same result of occurrence. Each of them was found in 14 research reports or 42.4 of occurrence. Meanwhile for qualitative
method, out of the three validation techniques, trustworthiness was the most common one compared to credibility and triangulation. These findings indicate
that the use of validation technique in English educational research is still very rare despite its importance.
12. Research Result
The studied research reports revealed various research results. To make it easy in understanding the results of 100 research reports, the researcher had made
some generalizations. She had classified the results into 28 classifications which are presented in the following table.
Table 4.3: Research Results
Code Result
Total Percentage
RS01 Participants have positive attitude towards English
teaching and learning motivation to learn English, learning process, material, teacher, students, method,
assessment, test 18
15.5
RS02 Participants have negative attitude towards English
teaching and learning learning motivation to learn, learning process, material, teacher, students, method,
assessment, test 2
1.7 RS03 The reliability and validity of attitude assessment is low
1 0.9
RS04 There is no significance difference in attitude and
perception among the participants 2
1.7 RS05
There is a correlation between students ’ attitude and their
English achievement 1
0.9 RS06 The teaching methods improve students
’ motivation 8
6.9 RS07 Students have high motivation to learn English
3 2.6
RS08 Students have low motivation to learn English 4
3.4 RS09 Students with high motivation learn English better
1 0.9
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
