RESEARCH PROBLEMS IN S-2 THESES

Rahmadi Nirwanto

STAIN Palangkaraya rnirwanto@yahoo.com

Abstract : The study is intended to identify, classify, evaluate, describe, and explain the quality and the patterns of research problems in the S-2 theses of the English Education Program at Islamic University of Malang. Qualita- tive approach and evaluation designs were used. The data of the study were 135 of S-2 theses of the English Education Program at Islamic University of Malang from 2003-2008. The study reveals that the majority of the research problems, as written in the theses, indicate clarity, researchability, variables being involved, areas, designs, non-factual data or information, and signifi-

cance. Key words: research, problems, statements, writing, theses

In research, the term of “research prob- Lacking of knowledge and understand- lem,” “research question,” or “research state-

ing of the nature of research problems can ment” which can be used interchangeably

be source of difficulties. As a consequence, are commonly familiar. A research problem,

researchers may formulate the problems hap- preferred henceforward, is also the most im-

hazardly, which in turn, pitfalls or shortcom- portant aspect (Ary et. al, 2006:42). Kumar

ings in several methodological aspects such (1996:31) uses the foundation of a building as

as in research designs, data collection and an analogy to describe the important role of

analysis, and conclusions drawing. Ideally, problems in research. He pictures that type

researchers, in this case, graduate students and design of a building depend upon the

should not have difficulty in determination of foundation. If the foundation is well designed

research problems because they are assumed and strong, we may expect that the building

as educated people who have experiences in will be strong, too. On the other hand, if the

the world of professional practices. However, foundation is weak, the whole building will

in reality, Gay (1987:31) found that some grad- collapse. In the same sense, the foundation of

uate students spend many anxiety ridden-day research is a research problem. If a research

and sleepless night worrying about where are problem is well-formulated, we may expect

they going to find the problems they need for that the other research activities can be con-

their thesis. Moreover, Kerlinger (1981:16) de- tinued successfully. On the other hand, if a

scribes that it may even take years of explora- research problem is formulated unclearly, the

tion, thought, and research before what ques- whole process will be spoiled. Leedy (1980:50)

tions can be clearly said. Even, Latief (2004:32) points out that a research problem is para-

reports that the graduate students of the Eng- mount important to success of research effort.

lish education program at State University of McMillan and Schumacher (1993:72) maintain

Malang are confronted with a situation which that research problem communicate to others

forces them to repeat all research activities to the focus and the importance of the problems,

suit the research problems or change the re- the educational context and the scope, and the

search problems to adjust with the research framework for reporting the result.

results. Changing the research problems may

Journal on English as a Foreign Language, Volume 1, Number 1, March 2011| Journal on English as a Foreign Language, Volume 1, Number 1, March 2011|

What level of experience? Are teachers both public sidering that the research problem is the most

and private schools included? Does the term refer important part of research, the study on the

to teachers who do not teach special classes as well research problems as written in the S-2 theses

as those who do? In addition, the phrase feel of the English Education Program at Islamic

about is ambiguous. Does it mean opinions? University of Malang from 2003-2008 is badly

Emotion reactions? Does it suggest actions? needed.

or What? The terms special classes and educa- How well or poorly a research prob-

tionally handicapped also need to be clarified. lem is formulated depends on the fulfillment

Therefore, the writer of theses should take of the certain criteria. A good research prob-

into account the clarity of words, phrases and lem should meet the criteria as follow. First,

sentences.

research problems should be clear (Tuckman, Mc. Millan (1992:35) explains that one of 1999:28; Mc Millan, 1992:34; Fraenkel and

purposes of research problems is to communi- Wallen, 2006:24). This implies that 1) words,

cate the purpose of study, a result that occurs phrases and sentences in research problems

only if the reader’s understanding of the pur- should not cause multi interpretations and 2)

pose is consistent with the researcher’s. Also, words, phrases and sentences should be free

a clear problem reflects the researcher’s clear from ambiguity. Most people would agree as

thinking. A clear problem includes terms that to what the key words in the question mean.

are not ambiguous. It is important to avoid Fraenkel and Wallen (2006:24) display exam-

technical language or jargon that may be well ples of research questions that are not clear,

understood by others unless the report is in- they are “Is a humanistically oriented classroom

tended to be read only by other professionals effective?”and “How do teachers feel about special

in a specified field.

classes for the educationally handicapped? ” Second, research problems should be re- In the first example (Is a humanisti-

searchable (Mc. Millan & Scumacher, 1993:31; cally oriented classroom effective?) , although the

Ary et al. 2006:54). According to Moore phrase humanistically oriented classroom may

(1983:53), a researchable problem is one we can seem clear, many people may not be sure ex-

study by collecting and analyzing data. There actly what it means. It is not easy to describe

may be a lot of questions that can be asked its essential characteristics. What happens in

in the areas of educational theories and prac- such classrooms different from what happens

tices. However, not all research problems are in other classroom? Do teachers use certain

researchable (Wiersma, 1991:31) because they kinds of strategies? Do they lecture? In what

are concerned with value questions or philo- sort of activities do students participate?

sophical ideas in a sense that a specific ques- What do such classroom look like-how is the

tion has a correct answer (Mc.Millan,1992:31). setting arranged, for example? What kinds of

Since a value question, has something to do materials are used? Is there much variation to

with notions of right or wrong, proper and

be found from classroom to classroom in the improper, according Fraenkel and Wallen strategies employed by the teachers or in the

(2006:26), it does not have any empirical (ob- sort of activities in which students engage?

servable) referents. Let us look at the follow- Do the kinds of materials available and/ or

ing example. “Should philosophy be included in used vary?

high school curriculum?” There is no way to The first term that needs clarification, in the

deal, empirically determine whether or not second example (How do teachers feel about spe-

something “should” be done? What data do cial classes for the educationally handicapped?) ,

we collect? There is no way for us to proceed.

18 |Journal on English as a Foreign Language, Volume 1, Number 1, March 2011

To make this question researchable, the question can be, ”Do people think philosophy should be included in the high school curriculum?” The data to such research problems can be collected to help researchers answer the question.

If we encounter non-researchable problems, we should make sure that we still can reformulate them to be researchable ones. Mc.Millan (1992:28) offers several examples of non-researchable re-

search problems that have been changed to be researchable ones as can be seen in table 1.

Table 1. Researchability of Research Problems

Non-Researchable

Researchable

Should we teach sex education in ele- What is the difference in knowledge mentary school?

and attitudes of fifth graders taught education compared to fifth-graders who are not taught sex education?

Do teachers need to have courses in test Will the classroom testing procedures construction?

used by teachers who take a course in test construction differ from those of teachers who have not had the course?

Should the school day be longer? What is the relationship between length of the school day and SAT scores of high school students?

Should learning-disabled students be What is the effect of mainstream fourth- mainstream in English as well as in grade learning disabled students into physical education?

English classes on the self-concept, attitudes and achievement of all students?

A research problem” Do vocabulary and or specify the variables (Ary et.al, 2006:52;

Third, research problems should indicate

structure correlate significantly with writing Mc. Millan, 1992:23). Variable must be ob-

skill? ” indicates three variables; vocabulary servable or measurable in some way. When

and structure act as predictors and writing something cannot be measured, there is no

acts criterion variables. A research problem tangible way to tell how it differ in quantita-

“Do the more research article students read the tive or quality from one situation to another

better they write and argumentative essay? ” in- (Sowel and Casey, 1982:5). In a qualitative

dicates two variables, the number of time study, the total picture of a phenomenon is

needed for reading research article and skill focused rather than breaking it down into

in writing argumentative essay. variables (Ary et. al, 2006:31). The following

Fourth, research problems should indicate are examples of research problems in which

research area (Borg & Gall, 1983:87). Hatch variables are shown. A research problem “Do

adds that the more specific the area, the easier the students taught with small group discussion

question should be to formulate clearly. Since have better reading achievement than taught with

the English Education Program of Islamic conventional method?” indicates two variables;

University of Malang University accepts the teaching technique using small group dis-

graduate of S-1 program majoring in Letter, cussion serves as independent variables and

English Education, and English Linguistics, it reading achievement serves as independent

is assumed that the research areas will not go variables.

to far from their field of study, namely, the

Journal on English as a Foreign Language, Volume 1, Number 1, March 2011| Journal on English as a Foreign Language, Volume 1, Number 1, March 2011|

oretical and practical significances. In terms Fifth, research problems should indicate

of theoretical contribution, some questions research design (Ary, 1978, cited in Latief,

may arise: Are the results meaningfully related 2004:34). Some of the most commonly used

to what is already known? Do the results add new designs include qualitative, quantitative, co-

knowledge or change the way we understand the relational, causal, classroom action research

phenomena? Practical significance suggests (CAR), and research and development (R&D).

that the results will have immediate use in

A research problem “How can drama technique day-to-day activities or decision. How will

be used to improve students’ skill in speaking? ” the results be used? All too often the answer indicates that classroom action research is go-

to this question is not carefully thought out; ing to be used. A research problem “What kind

as a result, a lot of data are gathered but not of syllabus can be developed to meet the need of the

utilized (Mc. Millan,1992:31). For example, a Department of Informatics Management? ” indi-

research problem “How does general election cates research and development is going to be

reflect democracy?” is not a topic of interests used. A research problem “Do the higher the

for the students majoring English as a foreign students master the elements of paragraph, the bet-

language and has no theoretical and practical ter they can write an essay?” indicates co-rela-

contribution.

tional is going to be used. A research problem Eighth, in addition to previous criteria, re- “Do the students learning speaking skills taught

search problems should consider “the ethics” by native speakers of English achieve better than

of research (Ary, 2002:52; Kumar, 1996:36). those taught by non-native speakers?” indicates

Ary et.al states further that unlike research causal design is going to be used.

in physical sciences, educational researchers Sixth, the expected answers from research

are dealing with human subjects with feeling, problems should be non-factual information

sensitiveness, and rights who must be treated on variables involved, it must explained the

ethically. The term “ethics” has something to patterns of relationship among the variables,

do with questions of right and wrong. When or system operating in the object of the study

students think about “ethics”, they may ask (Latief, 2004:44). More specifically, Hopkin

themselves if it is right or conduct. Fraenkel (1981:112) stated research is directed toward

and Wallen (2006:54) suggest three very im- developing a body of scientific principles

portant issues that every researcher should about educational concerns. The research

address—the protection from harm, the en- problems as in “What are the names of the

suring of confidentially of research data, and teachers? What kinds of methods do the teachers

the questions of deception of subjects. use? How many teachers are in the school? How

Pertinent to relevant studies, there are some often do the teachers teach in a week? ” are not

researchers who carried out studies dealing research questions. They can be answered

with several aspects of research. Wand (1965, easily without necessarily gathering and ana-

cited in Persel, 1976:116) made a study on 125 lyzing data.

articles. A sample of 125 articles was selected Seventh, research problems should be

from 41 journals in 1962 on twenty-five char- important or significant (Fraenkel and Wal-

acteristics. Two of these characteristics are len, 2006: 28; Mc. Millan, 1992:31). Wiersma

relevant to the problem of a research paper’s (1991:31) equates the term “significant” or “im-

contribution to theory. Both revealed signifi- portant” with the “contribution” of research

cant different in their rating assigned articles problems to the existing body of knowledge

in education journals and in related profes- or education in a meaningful way. Research

sional journals.

20 |Journal on English as a Foreign Language, Volume 1, Number 1, March 2011

Ward, Hall and Schram (1975, cited in

with weaknesses.

Borg & Gall, 1983:194) found that the most Srivasta (1984:122) studied the abstracts of frequent shortcomings were: specific designs

1,511 research investigations constitutes the (23 per cent), inadequate data on reliability

basis of deductions about shortcomings and and validity (22 per cent) and conclusions are

strengths of educational research in India. not supported by the evidences (22 per cent).

The following were the main shortcomings: Persel (1976:303) studied articles published

1) The dependence of some studies on library in 1967-68. A total 10 article were used as

information and the use of secondary and

a data source and qualitatively analyzed with tertiary sources of information. respect to their substance and methodology.

2) Presentation of basic facts without attempts She found that the quality of educational re-

at interpretation as in research on the his- search was quite low. When ratings of the

tory of education.

three dimensions are averaged, 14 per cent

3) Lack of familiarity of some investigators of the papers were rated ‘incompetence’ com-

with research or contemporary work in In- pared only 5 per cent which were rated ’out-

dia or abroad.

standing’ on a five point scale. On the com-

4) Frequent use of conventional tools of data pressed three point scale, 39 per cent of the

collection which often put serious con- papers were rated below ‘average’ or ‘incom-

strains on the scope of research, as in stud- petence’ compared 30 per cent which were

ies in the area of personality, learning and rated ‘above average’ or ‘outstanding’.

motivation.

5) Micro level studies without any macro search in Istanbul, Turkey. Their research

Bakioglu and Kurnaz (2008:1) made re-

treatment or vice versa. was intended to reveal how academics per-

6) Emphasis on psychometric rather than ex- ceive research quality and what they identify

perimental approaches. as the main problems that make it difficult to

7) Broad generalization from studies with achieve quality in research. They proved that

small sample.

academics prefer most often methodologi-

8) Isolated ad hoc studies as in the area of pro- cal issues as the important quality criteria

grammed learning.

of research, followed by issues of theoreti-

9) Lack of attempts to establish relationships cal background and originality. As the most

with other fields.

importance of hindrances that make it diffi- Smith (in Gunderson, 1966: i) investi- cult to achieve quality in research academics

gated 1,091 research proposals that came to mentioned were lack of a long-established

Bureau of Research in USA. There were some research culture, problems of research re-

inadequacies to be found, among others; 1) sources and the pressure caused by academic

the non-delimitated problems, 2) the lack promotion criteria. Hall et. al (1988, cited in

of theoretical framework from which to ap- Bakioglu and Kurnaz, 2008:2) revealed that

proach the problem, 3) lack of significance 4) there were many serious methodological

the failure to examine thoroughly and criti- problems in scientific works. Hall et.al evalu-

cally previous research in the area (usually ated 54 published educational articles for their

over-simplification of complex problems), 5) quality. The results indicated that 42 per cent

the provincialism in the review research (lim- of them were either unacceptable or needed

ited scope, geography, substance and meth- major revision before getting published. The

od), 6) the failure to include review of related most commonly observed shortcomings were

research in the proposal, 7) the failure to in- validity and reliability of data gathering pro-

clude objectives, hypotheses and questions cedures not established and research designs

or inclusion of broad or vague statements of

Journal on English as a Foreign Language, Volume 1, Number 1, March 2011|

22 |Journal on English as a Foreign Language, Volume 1, Number 1, March 2011

objectives, 8) inadequacies in sampling, 9) failure to describe techniques and instrument

to be used in the research, 10) incomplete de- scription of the data, 11) the use of unscientif- ic language or overuse of technical or pseudo technical language and 12) no control for the “hawthorne” effect.

Latief (2004:53-54) examined, evaluated, and classified research problems in the S-2 theses of the English Education Program at State University of Malang. He conclud-

ed that, in general, research problems had a good quality in terms of language used and in terms of contribution toward the development of language teaching and learning. He also found that there were 9 (nine) patterns of research problems in the S-2 theses of the English Education Program at State Univer- sity of Malang. The patterns include: 1) research problems that require factual information for the answers, 2) research problems of which the answers are intended to measure the quality of tests, 3) research problems of which the answers should be obtained through an experimental research design,

4) research problems of which the answers should be gained through ex-post facto by

comparing two of groups of students, 5) research problems of which the answers should

be obtained by investigating the relationships among two or more variables, 6) research

problems which require certain product such as instructional materials, syllabus, tests and so forth for the answers.7) research problems of which the answers require a developed instructional strategy that can be used to solve the immediate problems in classroom practice which is popular with Classroom Action Research (CAR), 8) research problems in the area of linguistics which are expected to contribute to language teaching and learning, 9) research problems in the area of literature of which the answers are results of analysis of literary works such as poetry, novel, song, drama, and so on which can contribute to language teaching and learning as well.

Winardi (1996:79) conducted a study of tests used in the research of students of the English program of Faculty of Teacher Train- ing and Education of University of Tanjung Pura. He claimed that the Stratum -1 thesis writers in general were not satisfactorily constructing test items appropriate to cognitive domain. Some of these students were still poor at providing test items meeting cognitive domain they intended to measure. This indicated that they still lacked the ability in constructing such required items.

METHOD

Since the current study deals with the quality and the patterns of research problems, qualitative was as the approach and evaluation was the design. Although qualitative research was used, numbers or numerical data are needed to calculate distribution frequency of the topics being raised and types of the expected answers required by research problems. Commonly, in a pure quantitative design, the conclusion tends to rely on the most frequent data rather than the least frequent data. In this context, the frequency is used to see the pattern of data domination without ignoring the existence of least frequent data. All the theses were evaluated, described, and analyzed based on the following criteria; clarity, researchability, variables being involved, research areas, design, containing non-factual information, and significance.

FINDINGS AND DISCUSSION

The quality of research problems can

be seen in terms of clarity, researchability, variables being involved, research areas, designs, non-factual data or information, and significance. Each is discussed in the following ways.

Clarity

Clarity has to with words, phrase or sentences used in constructing research problems. The majority of the research problems studied shows clarity. However, there are only a very few errors which still occur. Let us take a look Clarity has to with words, phrase or sentences used in constructing research problems. The majority of the research problems studied shows clarity. However, there are only a very few errors which still occur. Let us take a look

cess conducted by the teacher in classroom?” the story of Dewaruci? (2) What kinds of symbols

The errors should not occur in the research use in metaphor? (3) What meaning stated by the

problems because graduate students of Eng- symbol? (Luqman, 2005:4).

lish are those who are professionally capable The first statement of the research problem

in their field. Leedy (1980:52) suggests that is not completed yet because to be “are” is un-

the problems should be stated in a complete available to link between the question “What

grammatical sentence. In that way, the read- kinds of metaphors” and “in the story of De-

ers will catch the ideas, intentions or thought waruci.” To fill in the missing link, to be “are”

reflected in the research problems. should be used as in the sentence, “What kinds

Researchability

of metaphors are in the story of Dewaruci?” Al- Researchability is closely related to the ex- ternatively, the sentence should be changed pected data to answer the questions. As far into the passive form, “What kinds of metaphors as the value questions (including theological are in the story of Dewaruci?. The second state- or philosophical questions) are not raised, the ment for research problems does not make answers can be easily obtained by collecting any sense because the verb “use” should be and analyzing data. All graduate theses of the followed by an object, while in that sense, the English Education Program at Islamic Univer- verb “use” is followed by an adverb of place. sity of Malang from 2003-2008 did not contain In order to produce the correct form of the sen- value questions such as “should,” “ought,” tence, “What kinds of symbols use in metaphor?” “must” are not found in research problems. should be revised to be “What kinds of symbols Therefore, All graduate theses of the English are used in metaphor?”. The sentence can be education program at Islamic University of Ma- grammatically acceptable if to be “are” is not lang from 2003-2008 indicate researchability. omitted. Therefore, the recommendation for

the research problem would be, “What mean-

Variables being involved

ings are stated in the story of Dewaruci?” Variables are always involved in both Another error occurs in the research prob-

quantitative and qualitative research. In lems by Dimyati (2008:8) namely (1) What is

quantitative research, researchers commonly the qualification of the teacher? (2) How are the

study variables and see the relationships ex- teaching preparation of English teacher? (3) How

isting among the variables and the nature of does the teacher apply standard curriculum? 4)

variables. In qualitative variables, research- How does the teaching learning process take place

ers tend to focus on the holistic pictures and in the classroom? (5) The students’ opinion to-

depth understanding of a phenomenon rath- ward teaching-learning process conducted by the

er than break into variables. Yuliatin (2008:2) teacher in classroom (6) What kind of evaluation

uses three variables; vocabulary, structure does the teacher apply? (Dimyati: 2008:8). The

and writing. Do vocabulary and structure mas- error can be found out in the second sentence

tery correlate significantly with writing abil- in which to be “is” is used instead of to be

ity at the first grade of Madrasah Aliyah Negeri “are.” The recommendation revision for that

I Banyuwangi in 2007/2008 Academic Year? sentence would be, “How is the teaching prepa-

(Yuliatin,2008:2).Vocabulary and structure ration of English teacher?” or “How are the teach-

are variables of predictors and writing ability ing preparations of English teacher?”

is a criterion variable.

The fifth research problem is a long Salman (2007:7) used two variables; learned- phrase, not a question. Therefore, it should

centre instruction and reading achievement.

be changed into the questions, “How is the Do the students of MAN Banyuwangi taught

Journal on English as a Foreign Language, Volume 1, Number 1, March 2011| Journal on English as a Foreign Language, Volume 1, Number 1, March 2011|

problems in language teaching and learning centre instruction . He attempted to compare

by (Suyoto, 2006:6) and Gunadi (2004:13). Is learned center instruction and teacher center

there any positive correlation between achievement instruction in teaching reading. Based on the

in Mathematic and Achievement in English of the analysis of the research problems, it can be

Fifth Year Students at SDN 7 Kedunggebang, said that most graduates theses of the English

Tegaldlimo Sub-District Banyuwangi Regency Education Program at Islamic University of

in 2006/2007 Academic Year? (Suyoto, 2006:6). Malang from 2003-2008 indicate variables be-

Suyoto attempted to determine the degree of ing involved clearly.

the relationship exists between the principles

Research Areas

of learning mathematics and learning Eng- lish. What kind of English syllabus can be devel-

Research area can be found out from the topics as reflected in the research problems. oped to meet the need of the Department of Hotel

According to Latief (2009:9), research prob- Management, Diploma III in Tourism, Merdeka University of Malang? (Gunadi, 2004:13). Gu-

lems should be related to the topics of Eng- nadi develop English syllabus to the students lish teaching and learning, linguistics and lit- who major in tourism, Merdeka University of erature. To what extent the graduates’ theses

Malang.

indicates research areas, table 2 presents the results. The data clearly shows that the topics

Research Problems in the Area of Linguis-

in language teaching and learning are in the

tics

top rank of the students’ choice (86.2%), the Linguistics is a study of the principles, topics in literature are in the middle rank of

rules and systems of the language. There are the students’ choice (11.1%), and the topics in

sub-disciplines such as sociolinguistics, psy- linguistics are in the bottom rank (3.7%).

cholinguistics, semantics, discourse analysis and so forth. Following are examples of re-

Table 2. Distribution of Research Areas

search problems in Linguistics by Mujadaya

Indicated in the S-2 Theses of the English

(2004:4) Masduki (2006:6) and Yatno (2006:4).

Education Program at Islamic University of

What types, functions and speech acts do sentences

Malang from 2003-2008

Language Teaching and

Years

Linguistics Literature

Research Problems in the Area of Language

of motorized vehicle advertisements published in

Teaching and learning

by Jawa Pos have? (1) what types of sentences are The research problems in language teaching

more frequently used in the headlines of Jawa Pos? and learning are derived from the actual prob-

(2) what language functions are more frequently lems in the language teaching and learning

used in the headlines of Jawa Pos? (3) what speech

24 |Journal on English as a Foreign Language, Volume 1, Number 1, March 2011 24 |Journal on English as a Foreign Language, Volume 1, Number 1, March 2011

a short story. What are the elements of poetry 2004:4). Mujadaya emphasized on the types,

used in selected poems of Satrowardoyo’s foreign the functions and speech acts represented by

shores? (Rachmah, 2006:5). Rachmah analysed sentences in advertisements as published by

the element of poetry in selected poems of Jawa Pos.

Sastrowardoyo’s foreign shores. How are the argumentative devices reflected

DESIGN

in Abdurrahman Wahid’s English articles that There are different sort of research designs are issued in www.gusdur.net ? (1) which words, can be seen from the current research prob- phrases and sentences of A. Wahid inclusive of lems. Research designs include quantitative the argumentative devices?(2) How does Abdur- or qualitative, causal, co-relational, classroom rahman Wahid convey his arguments through action research, and development research. argumentative devices in Abdurrahman Wahid’s Based on the different sort of research designs English articles (3) what is the frequency of oc- reflected in research problems, it can be con- currence of argumentative devices in Abdurrah- cluded that all research problems in the S-2 man Wahid’s English articles (Masduki, 2006:5). theses of the English program at Islamic Uni- Masduki focused on one variant of discourse versity of Malang show designs. analysis, that is, by analyzing the argumenta-

tive devices used in Abdurrahman Wahid’s

Qualitative Design

English articles that are issued in www.gus- Following is an example of research prob- dur.net.

lems using qualitative design as shown by How are the speeches delivered by President

Sholehah (2006:6):

George Walker Bush? (1) How does President How are rhetorical features as manifested in the George Walker Bush organize his speech? (2) expository essay by EFL students of S-1 English What (discourse) pattern he utilizes in his speech? (Yatno, 2006:4). Yatno highlighted rhetoric as program at Kanuruhan University of Malang?

(1) how are the rhetorical structures of the exposi- used by George Walker Bush by analyzing tory essay made by EFL of S-1 English program of the pattern of Bush’s speeches. Kanjuruhan University of Malang? (2) how is the

Research Problems in the Area of Literature

development of linearity or non-linearity rhetori- Literature is a part of language. To under-

cal patterns used in the expository essay made by stand literature means to understand how

EFL of S-1 English program of Kanjuruhan Uni- language works or lives. Following are ex-

versity of Malang? (3) how are the development of amples of research problems in literature by

paragraphs used in the expository essay made by Fauzi (2004:9), Ma’rifah (2006:9), and Rach-

EFL of S-1 English program of Kanjuruhan Uni- mah (2006:6): (1)Which ethical value does include

versity of Malang (4) how are the topic sentence goodness, humanism and collective tradition? (2)

and supporting detailed in paragragh writing of Which didactive value does include intellectual

the expository essay made by EFL of S-1 English and nationalism? (Fauzi, 2004:9). Fauzi raised

program of Kanjuruhan University of Malang? the questions dealing with ethical values

(Sholehah,2006:6). Sholehah attempted to com- which can be good models for the students.

pare how the rhetoric features of English and (1) How are the characters’ personality on psy-

Indonesian essay made by EFL undergradu- chology of analytical theories in crime and pun-

ate indicate similarities and differences. The ishment? (2) How are the characters’ personality

rhetorical features include general patterns of seen from the philosophy of existentialism in crime

thought (linear or non-linear), development and punishment? (Ma’rifah, 2006:9). Ma’rifah

of ideas, and coherency.

Journal on English as a Foreign Language, Volume 1, Number 1, March 2011|

Evaluative Design

Ex-post Facto Design

Azizah (2006:5) made an evaluation on a Ex-post facto research measures the differ- try out test for national examination of junior

ence in the dependent variable that already high school. Following is her research prob-

exists without making any treatment to vari- lems: Does the English try out test for National

ables. The following are research problems Examination of Junior High School constructed

by Kusrini and Syahroni (2007). 1) Is there any by the team of English teachers in Pamekasan in

difference in the English achievement between the the 2005/ 2006 academic year have the criteria of

Students of SLTPN-2 Dolopo Madiun and those

a good test? (1)Does the English try out test for of MTs Dolopo-2 Madiun? 2) Is there any differ- National Examination of Junior High School con-

ence in the teaching–learning process between the structed by the team of English teachers in Pame-

Students of SLTPN-2 Dolopo Madiun and those kasan in the 2005/ 2006 academic year have the

of MTs-2 Dolopo Madiun? Kusrini,(2003:3) criteria of a good content? (2) Does the English

Do female students have significantly better try out test for National Examination of Junior

motivation than males in learning English? Do fe- High School constructed by the team of English

male students have significantly better achievement teachers in Pamekasan in the 2005/ 2006 aca-

than males in learning English? Is there a signifi- demic year have the criteria of a high reliability

cant correlation between students English learn- ?(3). Does the English try out test for National

ing motivation and their achievement? (1) Is there Examination of Junior High School constructed

a significant correlation between females’ English by the team of English teachers in Pamekasan in

learning and their achievement?(2) Is there a sig- the 2005/ 2006 academic year have the criteria of

nificant correlation between males’ English learn-

a good practicality?(4) Does the English try out ing motivation and their achievement?(3) Which test for National Examination of Junior High

indicator of motivation has strongest significant School constructed by the team of English teach-

correlation to the students’ English achievement? ers in Pamekasan in the 2005/ 2006 academic year

(Syahroni, 2007:6)

have the criteria of a good difficulty level? (5) Does

Co-relational Design

the English try out test for National Examination In co-relational research, the correlation of Junior High School constructed by the team of among variables is measured. Following English teachers in Pamekasan in the 2005/ 2006 is an example of co-relational research by academic year have the criteria of a good discrimi- (Fahrorazi, 2008:4). Do the grammar and vo- nation power? (Azizah, 2006:5). The quality cabulary mastery have correlation with reading of test can be measured in terms of content, practicality, and difficulty level and discrimi- comprehension of the students of SMAN-2 Pame-

kasan? (Fahrorazi, 2008:4)

nation power.

Classroom Action Research Design

In this kind of design, a research problem

Experimental Design

requires a certain product that is considered The following is an example of research

to be effective in solving the actual classroom problems in experimental design by Salman

problems. Following are examples of research (2007:7): Do the students of MAN Banyuwangi

problems in Classroom Action Research by taught with learned-centre instruction have bet-

Sari (2004:6) and Hartini (2007:4). How can ter reading achievement than those taught with

the students’ writing skills be improved by us- teacher-centre instruction (Salman, 2007:7). Sal-

ing peer-editing activities in classssroom? (Sari, man attempted to measure the effectiveness

2004:6). Sari wanted to develop writing skill of learned center instruction and teacher cen-

using peer-editing strategies. ter in teaching reading.

How do supplementary materials improve

26 |Journal on English as a Foreign Language, Volume 1, Number 1, March 2011 26 |Journal on English as a Foreign Language, Volume 1, Number 1, March 2011

written in the S-2 theses of the English Educa- University? (Wahono, 2006). Wahono wanted

tion Program at Islamic University of Malang to improve listening ability using supplemen-

from 2003-2008 fulfill the criteria of good re- tary materials

search problem in terms of contain non-fac- How does small group work improve the speak-

tual information. However, there are a few ing performance at the second year students at

theses which contain factual information for Bojonegoro? (Hartini, 2007:4). Hartini wanted

the answers. Following are the examples of to improve speaking ability using small group

research problems by Susatyo (2004:6), Ri- work.

yanto (2008:5) and Widiantono (2008:4). (1)

Research and Development Design

How is the readiness of English teachers at SLTP PGRI –3 Tuban and SLTP Negeri-1 Tambakbuyo

Research and Development (R&D) is a to Implement Contextual Teaching and Learning? kind of design in which the expected answers (2) How does the teacher implement Contextual are in the form of developed products such Teaching and Learning at SLTP PGRI-3 Tuban? as syllabus, materials and media. Following (3) How does the teacher implement Contextual are examples of research problems by Gunadi (2004:13), Andriani (2005:9) and Must’ain Teaching and Learning at SLTP Negeri-1 Tam-

(2005:5) which require a product in the form bakboyo? (4) What is the teacher’s beliefs supporting the instructional practices which take place

of a syllabus, materials, instructional media, in the class with reference to the use of teaching and so forth. What kind of English syllabus can materials at SLTP PGRI 3 Tuban?(5)What is

be developed to meet the need of the Department the teacher’s beliefs supporting the instructional of Hotel Management, Diploma III in Tourism, practices which take place in the class with refer- Merdeka University Malang? (Gunadi, 2004:13). ence to the use of teaching materials at SLTP Neg- Gunadi attempted to develop syllabus for the eri-1 Tambakboyo? (6) What is the teacher’s be- students who major in tourism. liefs supporting the instructional practices which What materials can be developed to suit the take place in the class with reference to the use of needs and objectives of English lessons at D-3 methods and techniques of teaching at SLTP Neg- Tourism Merdeka University Malang? (Andri- ani, 2005:9). Andriani developed materials to eri-1 Tambakboyo? (7) What is the teacher’s be-

liefs supporting the instructional practices which meet the need and objective of English lesson take place in the class with reference to language at Merdeka University Malang. classroom at SLTP-3 Tuban and SLTP Negeri -1

Non- factual Information

Tambakboyo?(9).What is the teacher’s beliefs sup- Non-factual information means that the

porting the instructional practices which take place research problems do not merely require

in the class with reference to students at SLTP-3 the facts or the data for the answers. There

Tuban and SLTP Negeri -1 Tambakboyo? (Susa- should be process of analyzing undertaken

tyo, 2004:6). The answers to research problem and the inference should be made on the re-

1 and research problem 2 can be obtained by sults of analyzing the data. There are several

describing the readiness of the English teach- types of research whose answers non-factual

ers, the activities of teachers in applying CTL, information, among others, quantitative or

and the teachers’ belief without analyzing the qualitative, causal, co-relational, classroom

data acquired

action research, and development research. How is the teaching preparation made by the

91 (67%) of the theses need non-factual infor- teacher of MAN Pamekasan? How is the activity mation while 44 (37%) of the theses require

of KTSP teaching-learning process? (1)How are factual information.

the steps made for teaching-learning activities?

Journal on English as a Foreign Language, Volume 1, Number 1, March 2011|

(3) How are the materials presented in teaching?

The Pattern of the Research Problems

(4)What media are used in teaching? (5)What After identifying, classifying, evaluating, methods are applied in teaching? How is the as-

and analyzing the general characteristics re- sessment carried out? (Riyanto, 2008:5). The an-

search problems as written in the S-2 theses swers to research problem 1, can be obtained

of the English education program at Islamic by describing the activities of the teachers in

University of Malang from 2003-2008, it was preparing themselves before teaching, the

found out that there were 9 (nine) patterns of materials being used, the media, the method

research problems: 1) research problems that and the activities of the teachers in assessing

require factual information for the answers, the students.

2) research problems of which the answers How is the teaching of writing skill conducted

are intended to measure the quality of tests, at SMP Negeri 1 Genteng Banyuwangi as inte-

3) research problems of which the answers grated with other skills in the classroom?(1).How

should be obtained through an experimen- do the English teachers plan the teaching of writ-

tal research design, 4) research problems of ing skill? (2).How do the English teachers teach

which the answers should be gained through writing skill as integrated with other skills? (3).

ex-post facto by comparing two of groups of How is the classroom assessment conducted in

students, 5) research problems of which the writing class at SMP Negeri-1 Genteng Banyu-

answers should be obtained by investigating wangi? (Widiantono, 2008:4). The research

the relationships among two or more vari- problems as proposed by Widiantono, require

ables 6) research problems which require cer- factual information about the teachers’ plans,

tain product such as instructional materials, the activities of the teachers in teaching, and

syllabus, tests and so forth for the answers, 7) the activities in assessment.

research problems of which the answers re- Although there are still a few students us

quire a developed instructional strategy that need factual information in their theses, the

can be used to solve the immediate problems majority of the graduate theses of the English

in classroom practice, namely classroom ac- education program at Islamic University of

tion research (CAR), 8) research problems in Malang from 2003-2008 contain non-factual

the area of linguistics are expected to con- information.

tribute to language teaching and learning, 9)

Significance research problems in the area of literature of

which the answers are results of analysis of If we refer to table 2, the topics in language

literary works such as poetry, novel, song, teaching and learning dominate the research

drama and so on can contribute to language areas (86.2%). It indicates that the expected to

teaching and learning.

research problems help teachers understand the relationships among the phenomena

CONCLUSIONS

(variables), the innovative methods, develop In an attempt to answer the first research products in the forms of syllabus, or solve the

problem of the study, the quality of the S-2 problems in actual practice. On the basis of

theses of the English education program at Is- the significance, it can be concluded that the

lamic University of Malang from 2003 to 2008 majority of the graduate theses of the English

can be judged from 7 (seven) criteria, namely, Education Program at Islamic University of

clarity, researchability, variables being in- Malang from 2003-2008 have theoretical and

volved, research areas, research designs, con- practical contributions to the teaching of Eng-

taining non-factual information, and signifi- lish as a foreign language.

cance or contribution.

28 |Journal on English as a Foreign Language, Volume 1, Number 1, March 2011

The investigation to the general character- Azizah. (2006). An Analysis of English Try Out istics research problems as written in the S-2

Test for National Examination of Junior theses of the English education program at Is-

High School in Pamekasan. Unpub- lamic University of Malang from 2003-2008,

lished Thesis. Malang: Islamic Uni- showed that there were 10 (ten) patterns of

versity of Malang. research problems, which revealed:1) re-

Borg, Walter R. and Gall, Meredith Damien. search problems require factual information

(1983). Educational Research. An Intro- for the answers, 2) research problems that re-

duction. New York: Longman quire qualitative analysis for the answers, 3)

Dimyati. (2008). The Teaching of English at Ma- research problems whose answers are intend-

drasah Tsanawiyah Negeri Banyuwan-

ed to measure the quality of tests, 4) research gi-1. Unpublished Thesis. Malang: problems of which the answers should be

Islamic University of Malang. obtained through an experimental research

Fauzi, Ali. (2004). Values of Life in William design, 5) research problems whose answers

Shakespear’s King Lear. Unpublished should be gained through ex-post facto by

Thesis. Malang: Islamic University of comparing two of groups of students, 6) re-

Malang.

search problems of which the answers should Fraenkel, Jack R. and Wallen, Norman. (2006).

be obtained by investigating the relationships How to Design and Evaluate Research in among two or more variables, 7) research

Education. San Francisco: Mc. Graw- problems whose answers require certain

Hall-Hill Inc.

product such as instructional materials, syl- Gay, L R. (1987). Educational Research. Compe- labus, tests and so forth for the answers, 8)

tencies for Analysis and Application. To- research problems of which the answers re-

ronto: Merril Publishing Company. quire a developed instructional strategy that

RESEARCH PROBLEMS IN S-2 THESES