INVESTIGATED ATTITUDE AND RELATED LEARNING FACTORS: …

i

INVESTIGATED ATTITUDE AND RELATED

LEARNING FACTORS: A CONTENT ANALYSIS OF

ENGLISH EDUCATIONAL RESEARCH REPORTS

A Thesis

Presented to the Graduate Program in English Language Studies

in Partial Fulfillment of the Requirements

for the Degree of Magister Humaniora (M.Hum)

in English Language Studies

SUPRIYANI

156332008

THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A THESIS

INVESTIGATED ATTITUDE AND RELATEDLEARNII\G FACTORS: A CONTENT ANALYSIS OFENGLISH EDUCATIONAL RESEARCH REPORTS

Dr. J. Bismoko

Thesis Advisor Yogyakarta, T July 2017


TI{ESIS DEFENSE APPROVAL PAGE

INWESTIGATED ATTITUDE AIYD RELATEI)LEARNING FACTORS: A CONTENT ANALYSIS OFENGLISH EDUCATIONAL RESEARCII REPORTS

Presented by

Supriyani

Student Number: I 56332008

Was defended in front ofthe Thesis Committeeand Declarcd Acceptable

Chairperson

Secretary

Member

Member

Thesis Committee

Dr. B.B. Dwijatmoko, M.A.

Dr. J. Bismoko

F.X. Mukarto, Ph.D.

Dr. E. Sunarto, M.Hum.

lll

fLe-&

14 Jttly ZAfiProgram Director

University


:

STATEMENT OT ORIGINALITY

This is to certifu that this thesis is definitely my original work. I am completelyresponsible for the content of this thesis. Otlrer writers' opinions or findings includedin this project are quoted or iited in accordance with ethnical standard. I understandthe full con$equences including degree cancellation if I took somebody else,sideas, phrases, or sentences without proper references.

Yogyakarta,T Jaly2017

e$$,Supriyani

t.:


v

MOTTO


LE MBAR PE RNYATAAN PE RS E TAJAAN PTTB LIKAS I KARYAILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : SupriyaniNomor Mahasiswa : 156332008

Demi pengernbangan ilmu pengetahuan, saya memberikan kepada PerpustakaanUniversitas Sanata Dharma karya ilmiah saya yang berjudul:

INVESTIGATED ATTITUDE AND RELATED LEARNING FACTORS: ACONTENT ANALYSIS OF ENGLISH EDUCATIONAL RESEARCII

RE,PORTS

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikankepada Perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan datadalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,mendistribusikan secara terbatas, dan mempublikasikannya di intemet atau medialain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupunmemberikan royalti kepada saya selama tetap mencantukan nama saya sebagaipenulis.

Dernikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di YogyakartaPada tanggal: 7 Juli 2017

Yang menyatakan

vi

Supriyani


vii

ACKNOWLEDGEMENTS

I would like to give my endless gratitude to Allah SWT for giving me

everything in my life so that I can finish this thesis entitled “Investigated Attitude

and Related Learning Factors: A Content Analysis of English Educational

Research Reports”. Without Allah’s guidance, this thesis writing could not have

been accomplished.

I would also like to convey my gratitude to my thesis supervisor, Dr. J.

Bismoko, who has guided me and given some suggestions in finishing this thesis

with a great patience. I was also blessed to have Dr. B.B. Dwijatmoko, M.A., and

F.X. Mukarto, Ph.D. as my thesis reviewers and Dr. E. Sunarto, M. Hum. as

my thesis examiner who opened up my limited knowledge I had during this thesis

writing. Indeed, their suggestions have broadened my insight in thesis writing.

The special gratitude to my beloved parents, Kemisah and Jinal. Thank

you for raising, educating and loving me. Thank you for the unstoppable support

from my uncle Tukiran, my aunt Susilawati and my cousins Yoga and Shinta.

To all of my precious friends, Asri Nurwardani, Dewi Sundari, Yulia

Adhyaksa, Eni Yuniasih, Putri Dwi Aprianti, Widayati Mia Pratiwi, Puput

Kusumawati, Uswatun Khasanah, Nunung Khusnul Khotimah, and the

special ones Monica Sindhi Galih Susanti and Agatha Lisa who struggled

together with me during the thesis writing. I am so lucky to have you all beside

me.

Supriyani


viii

TABLE OF CONTENTS

TITLE PAGE ......................................................................................................... i

APPROVAL PAGE .............................................................................................. ii THESIS DEFENSE APPROVAL PAGE .......................................................... iii STATEMENT OF ORIGINALITY ................................................................... iv MOTTO ..................................................................................................................v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ................................ vi ACKNOWLEDGEMENTS................................................................................ vii TABLE OF CONTENTS................................................................................... viii LIST OF TABLES .................................................................................................x

LIST OF FIGURES ............................................................................................. xi LIST OF ABBREVIATIONS ............................................................................ xii ABSTRACT ........................................................................................................ xiii

ABSTRAK ............................................................................................................ xiv

CHAPTER I INTRODUCTION...........................................................................1 A. RESEARCH BACKGROUND ....................................................................... 1

B. PROBLEM IDENTIFICATION ...................................................................... 5

C. SCOPE OF THE STUDY ................................................................................ 6 D. PROBLEM FORMULATION ......................................................................... 6 E. RESEARCH GOALS ...................................................................................... 6

F. RESEARCH BENEFITS ................................................................................. 7

CHAPTER II LITERATURE REVIEW .............................................................9 A. THEORETICAL REVIEW.............................................................................. 9

1. Competence-Based Learning ...................................................................... 9

a. History and Overview ............................................................................. 9 b. The Implementation of Competence-Based Learning in Indonesia ..... 11

2. Attitude ...................................................................................................... 15 a. Narrow Meanings ................................................................................. 15

b. Broad Meanings .................................................................................... 17 c. Attitude toward English Language Learning........................................ 20 d. Attitude and Related Learning Factors ................................................. 22

3. English Learning Factors .......................................................................... 24 a. Motivation ............................................................................................ 24

b. Perception ............................................................................................. 25 c. Belief .................................................................................................... 26 d. Learning Style ...................................................................................... 27 e. Learning Strategy ................................................................................. 28

4. English Educational Research Reports ..................................................... 29

5. Classification Area of English ................................................................... 34

a. Inner-Circle Countries .......................................................................... 34

b. Outer-Circle Countries ......................................................................... 35


ix

c. Expanding-Circle Countries ................................................................. 35 6. Content Analysis ....................................................................................... 36

a. Definition and Function ........................................................................ 36 b. Types .................................................................................................... 38 c. Procedures of Conducting Content Analysis ........................................ 40

B. RELATED STUDIES .................................................................................... 43 C. THEORETICAL FRAMEWORK ................................................................. 45

CHAPTER III METHODOLOGY ....................................................................48 A. RESEARCH GOALS AND METHOD ......................................................... 48 B. NATURE AND SOURCES OF DATA ........................................................ 49 C. INSTRUMENTS ............................................................................................ 51 D. DATA GATHERING .................................................................................... 51 E. DATA ANALYSIS AND PRESENTATION ............................................... 53

F. VALIDITY .................................................................................................... 54

CHAPTER IV ANALYSIS RESULTS AND DISCUSSION ...........................56 A. ANALYSIS RESULTS ................................................................................. 56

1. Investigated Topic ..................................................................................... 57 2. Concept Clarification of Attitude and Related Learning Factors .............. 59 3. Related Topic ............................................................................................ 62

4. Origin ........................................................................................................ 64

5. Participant .................................................................................................. 65 6. Research Goal ........................................................................................... 67 7. Research Design and Method .................................................................... 70

8. Data Gathering Instrument ........................................................................ 72 9. Data Analysis Technique .......................................................................... 74

10. Sampling Technique ............................................................................... 75 11. Validation Technique .............................................................................. 77 12. Research Result ....................................................................................... 78

B. DISCUSSION ................................................................................................ 82 1. The Trends of Research on Attitude and Related Learning Factors in

English Education ..................................................................................... 82 2. The Relation between The Trends of Research on Attitude and Related

Learning Factors and Competence-based Learning .................................. 83

CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS ..92 A. CONCLUSIONS ............................................................................................ 92 B. IMPLICATIONS ........................................................................................... 95

C. SUGGESTIONS ............................................................................................ 96

BIBLIOGRAPHY ................................................................................................98

APPENDICES ....................................................................................................104 Appendix 1: Data Sources ........................................................................... 104

Appendix 2: Table of the Content of the Investigated Research Reports .... 112


x

LIST OF TABLES

Table 2.1 The Classification of National Education Goals ..............................12

Table 2.2 The Graduate Competence Standards of 2013 Curriculum ..............14

Table 2.3 Values of Cultural Education and Character of 2013 Curriculum ...18

Table 3.1 The Content of the Investigated Research Reports ...........................52

Table 4.1 Concept Clarification of Attitude and Related Learning Factors in

English Education ............................................................................ 60

Table 4.2 Research Goals .................................................................................68

Table 4.3 Research Results ...............................................................................78

Table 4.4 The Summary of the Analysis Results ..............................................82


xi

LIST OF FIGURES

Figure 2.1 The Balance among Three Competences of 2013 Curriculum .........13

Figure 2.2 A Framework for Content Analysis ..................................................41

Figure 2.4 Framework of Pre-understannding ...................................................47

Figure 4.1 Investigated Topics ...........................................................................58

Figure 4.2 Related Topics ..................................................................................62

Figure 4.3 Origin of the Research Reports .........................................................64

Figure 4.4 Participants .......................................................................................66

Figure 4.5 Research Design and Methods ..........................................................71

Figure 4.6 Data Gathering Instruments ..............................................................73

Figure 4.7 Data Analysis Techniques ................................................................74

Figure 4.8 Sampling Techniques ........................................................................76

Figure 4.9 Validition Techniques .......................................................................77


xii

LIST OF ABBREVIATIONS

CBL Competence-based Learning

CBE Competence-based Education

ECC Expanding-Circle Countries

OCC Outer-Circle Countries

ICC Inner-Circle Countries

ENL English as a Native Language

EFL English as a Foreign Language

ESL English as a Second Language


xiii

ABSTRACT

Supriyani. 2017. Investigated Attitude and Related Learning Factors: A Content

Analysis of English Educational Research Reports. Yogyakarta: The Graduate

Program, English Language Studies, Sanata Dharma University.

Competence-based Learning (CBL) is implemented as current approach in

education. The implementation of this approach resulted in a large number of research

which had been conducted on attitude, skills and knowledge in English education. It leads

to the emergence of certain trends. Among the three competences in CBL, the researcher

wanted to focus on attitude only. Thus, this research aims to find out the trends of English

educational research on attitude and five related learning factors namely motivation,

perception, belief, leaning style and learning strategy. The terms attitude within this

research is divided into two namely narrow and broad meanings. Attitude in narrow

meaning refers to a variable consisting of affective, behavior and cognitive components

which is commonly divided into positive and negative. Meanwhile attitude in broad

meaning is derived from 2013 Curriculum. It comprises of spiritual and social, including

18 character values. Five related learning factors in this research affect the formation of

attitude, hence, they are also examined.

This research is a content analysis. One hundred research reports dealing with

attitude and five related learning factors were collected from open sources as the data

sources. Most of them were taken from TEFLIN Proceedings, TEFLIN Journals,

Indonesian Journal of English Education and International Journal of English and

Education. The instrument of this research is the researcher herself who utilized keywords

to collect research reports from open sources and a table to manage the data. The data

were firstly analyzed by using the table which was designed in Microsoft Excel to

discover the occurrences. The results of this quantitative analysis were presented in charts

and tables, and followed by explanation. Then the relation between research trends and

the concept of attitude in Competence-based Learning was examined through

interpretation.

The results of research trends revealed English educational researches had

explored several topics on attitude and related learning factors with the findings as

follows: motivation (22.6%), perception (21.7%), attitude (19.1% in its narrow meaning

and 0.9% in its broad meaning), belief (12.2%), learning strategy (10.4%), learning style

(6.1%), preference (2.6%), creativity (1.7%), confidence (0.9%), honesty (0.9%) and

tolerance (0.9%). These topics were commonly associated with teaching methods,

English skills and knowledge. University student was found as the most common research

subject. The studied research reports were conducted both quantitatively (using

descriptive statistics) and qualitatively (using qualitative analysis). Questionnaire and

interview were found as the most frequently used instruments. Both sampling and validity

techniques were used in a small number of research. In terms of research results, most of

the participants hold positive attitude, perception, belief towards English language

teaching and learning. Meanwhile the results of latent analysis revealed that many topics

of attitude in CBL had not been explored. However, the principle of CBL had been

yielded. Therefore, it is suggested for future researchers to conduct research on other

unexplored topics related to attitude in its broad meaning, such as curiosity, responsibility

and so on, so that the development of English education, particularly regarding to attitude

in CBL can be exposed.

Keywords: attitude, learning factors, Competence-based Learning, content analysis


xiv

ABSTRAK

Supriyani. 2017. Investigated Attitude and Related Learning Factors: A Content

Analysis of English Educational Research Reports. Yogyakarta: Kajian Bahasa

Inggris. Program Pascasarjana. Universitas Sanata Dharma.

Pembelajaran Berbasis Kompetensi (PBK) telah diterapkan sebagai pendekatan

dalam bidang pendidikan saat ini. Penerapan pendekatan ini menyebabkan banyaknya

penelitian yang dilakukan dalam pendidikan Bahasa Inggris mengenai sikap, keterampilan

dan pengetahuan. Hal ini mengarah pada munculnya tren tertentu. Di antara tiga kompetensi,

peneliti hanya fokus pada konsep sikap dalam PBK. Oleh sebab itu penelitian ini bertujuan

untuk mengetahui tren dalam penelitian tentang sikap dan lima faktor pembelajaran terkait

yaitu motivasi, persepsi, keyakinan, gaya belajar, dan strategi belajar. Istilah sikap dalam

penelitian ini dikategorikan menjadi dua, yakni artian sempit dan luas. Sikap dalam arti

sempit adalah sebuah variabel yang terdiri dari komponen afektif, perilaku dan kognitif yang

umumnya dibedakan menjadi positif dan negatif. Sementara sikap dalam arti luas berasal dari

Kurikulum 2013 yang terdiri dari spiritual dan sosial, termasuk di dalamnya 18 nilai karakter.

Lima sifat terkait dalam penelitian ini mempengaruhi pembentukan sikap, sehingga perlu

untuk diteliti.

Penelitian ini merupakan analisis isi. Sumber data dalam penelitian ini adalah seratus

laporan penelititan yang membahas tentang sikap dan faktor pembelajaran terkait yang

diambil dari sumber terbuka (internet). Hampir semuanya diambil dari TEFLIN Proceedings,

TEFLIN Journals, Indonesian Journal of English Education dan International Journal of English and Education. Instrumen dalam penelitian ini adalah peneliti sendiri yang

menggunakan kata kunci untuk menemukan laporan penelitian dari sumber terbuka dan tabel

untuk mengelola data. Pertama, data tersebut dianalisis menggunakan tabel yang dibuat di

Microsoft Excel untuk mengetahui frekuensi kemunculan. Hasil dari analisis kuantitatif ini

ditampilkan dalam grafik dan tabel yang diikuti dengan penjelasan. Kemudian, keterkaitan

antara tren dalam penelitian dan konsep sikap dalam Pembelajaran Berbasis Kompetensi

dianalisis berdasarkan interpretasi.

Hasil dari tren penelitian menunjukkan bahwa penelitian dalam pendidikan Bahasa

Inggris telah meneliti beberapa topik tentang sikap dan faktor pembelajaran terkait. Topik-

topik tersebut adalah motivasi (22.6%), persepsi (21.7%), sikap (19.1% dalam arti sempit dan

0.9% dalam arti luas), keyakinan (12.2%), strategi belajar (10.4%), gaya belajar (6.1%),

kecenderungan (2.6%), kreativitas (1.7%), rasa percaya diri (0.9%), kejujuran (0.9%), dan

toleransi (0.9%). Topik-topik ini umumnya dikaitkan dengan metode mengajar, keterampilan

dan pengetahuan Bahasa Inggris. Subyek penelitian yang paling banyak ditemukan adalah

mahasiswa. Penilitian-penilitian tersebut telah dilakukan baik secara kuantitatif (dengan

menggunakan statistika deskriptif) maupun kualitatif (dengan analis kualitatif). Kuesioner dan

wawancara merupakan instrumen yang paling banyak digunakan. Penggunaan sampel dan

validitas dalam penelitian-penelitian tersebut masih cukup jarang. Dalam hal hasil penelitian,

kebanyakan dari subyek penelitian menunjukkan sikap, persepsi dan keyakinan yang positif

terhadap pembelajaran Bahasa Inggris. Sementara itu, hasil dari analisis laten

mengungkapkan bahwa masih banyak topik-topik tentang sikap dalam PBK yang masih

belum diteliti. Akan tetapi, prinsip PBK sudah diterapkan. Oleh karenanya, disarankan untuk

melakukan penelitian terhadap topik-topik yang berhubungan dengan konsep sikap dalam arti

luas yang belum diteliti, seperti rasa ingin tahu, tanggung jawab dan lainnya, agar

perkembangan pendidikan Bahasa Inggris, terutama yang berkaitan dengan sikap dalam PBK

dapat diungkapkan.

Kata Kunci: sikap, faktor pembelajaran, Pembelajaran Berbasis Kompetensi, analisis isi


1

CHAPTER I

INTRODUCTION

This initial chapter is intended to uncover the background underlying this

research. This chapter consists of six parts namely research background, problem

identification, scope of the study, problem formulation, research goals and

research benefits.

A. RESEARCH BACKGROUND

In the attempt to fulfill today’s world demands and challenges, preparing

young generation is one of the most possible solution to do. It has been widely

known that education can facilitate young generation to have good knowledge and

ability. Education, as pointed out by Hadi (2015), is not solely an effort to transfer

knowledge, but also to develop the students’ character so that they will become

individuals with high intelligence and good character. Therefore, having good

education will be beneficial.

It has been widely known that today’s education is more on student-

centered. This kind of change leads to the emergence of Competence-based

Learning. Sánchez and Ruiz (2008) highlight that this approach has been used in

Europe and US education system. The goal of this approach is to endow students

with knowledge and to enable them to apply such knowledge in various contexts.

This can be realized by developing students’ knowledge which is integrated along


2

with attitude and character values which are integrated in ways that are

appropriate for each student’s personal and professional life.

In Indonesia, the implementation of Competence-based Learning in

education started over ten years ago. For higher education, this approach has been

used since the year of 2000 in developing the higher education curriculum (The

Decree of National Ministry of Education No. 232/U/2000 and No. 045/U/2002).

Meanwhile for school level, it is emphasized in Competency-Based Curriculum in

2004, School-Level Curriculum in 2006 and emphasized more in 2013

Curriculum. The focus of this 2013 Curriculum (the latest curriculum in

Indonesia) as stated by Mulyasa (2014) is to develop students’ competences

(attitude, skills and knowledge) and characters. Though this notion, it can be

inferred that attitude, skills and knowledge are seen as the essential consideration

within the education and teaching learning process.

Due to the existence of Competence-based Learning in education field,

topics on attitude, skills and knowledge have become the researchers’ interest

since several years ago. Therefore, a large number of research which have been

conducted in education field, including English education, tended to investigate

about these competences (Lin and Cheng, 2010). Besides, their study also

revealed that teaching method was found as the most studied topic along with

these competences.

In line with the development of research in English education, a research

should be conducted to identify how far research in English education,

particularly in Indonesia, has exposed the implementation of Competence-based


3

Learning. Therefore, this research is conducted collaboratively with two other

researchers in order to cover those topics (three competences and teaching

method). This research focuses on investigating attitude and related learning

factors namely motivation, perception, belief, learning style and learning strategy

in English educational research reports which were published within the last ten

years. The two other researchers focus on examining skills, knowledge and

teaching method. Hence, in conducting this research the researcher shares the

similar concept with those two researches. The similarities are on the method,

instrument, and procedure of both data gathering and data analysis.

The term attitude itself refers to “a complex combination of things we tend

to call personality, beliefs, values, behaviors and motivations” (Pickens, 2005:

44). Eagly and Chaiken (1998, in Jain, 2014) state that attitude is constructed of

three components namely affective (feeling or emotion), behavior (ways of act),

and cognitive (thought, belief, perception, opinion). Meanwhile, attitude in

language learning can be defined as “a collection of feelings regarding language

use and its status in the society. The feelings are good, bad and neutral.” (Ahmed,

2015: 1). These definitions depict how important attitude for an individual is,

particularly when it comes to learning. These definitions are considered as the

narrow meaning of attitude. Mokhtar (2015) points out that attitude is important in

understanding and improving learning processes.

The concept of attitude in Competence-based Learning, particularly as

practiced in 2013 Curriculum is actually different from the narrow meaning of

attitude. This 2013 Curriculum differentiates attitude into spiritual and social.


4

From these two broad classifications eighteen character values (e.g. religious,

honest, tolerance, responsible, etc.) are derived. This concept of attitude can be

determined as the broad meaning of attitude. On the other hand, attitude in narrow

meaning, as highlighted by Brown (2001), is commonly divided into positive and

negative (or good and bad).

Attitude in language learning has a relation with several learning factors

such as motivation, perception, belief, learning style and learning strategy.

Despagne (2010) mentions that attitude influences the formation of individual’s

motivation. Bahamonde-Birke, Kunert, Link and Ortúzar (2015) assert that

perception affects the formation of attitude through cognitive side. Similarly,

belief is also found to affect attitude formation from the cognitive side (Eagly and

Chaiken, 1998, in Jain, 2014). Furthermore, learning style is considered as one of

the factors affecting the formation of attitude through behavior side (Caliskan and

Kilinc, 2012). Regarding to learning strategy, as stated by Oxford (1990, in

Msuya, 2016), attitude is found as one of the factors affecting learners in selecting

what kind of strategy they want to use during language learning. Hence, the

investigation of attitude within this research involves those five learning factors as

well.

Considering that Competence-based Learning in Indonesia has been

implemented for more than ten years, English educational research on attitude

which were published within the last ten years should represent the development

of attitude in broad meaning rather than narrow meaning. Therefore, this research

is intended to find out how far English educational research on attitude and related


5

learning factors namely motivation, perception, belief, learning style and learning

strategy have represented Competence-based Learning, particularly concerning

the concept of attitude as practiced in 2013 Curriculum.

B. PROBLEM IDENTIFICATION

Competence-based Learning has been implemented in English education

in Indonesia for more than ten years. The implementation of this approach

generates the emergence of three competences namely attitude, skills and

knowledge. Therefore, a large number of research in English education had been

conducted on these three competences. The numerous number of research on

these three topics leads to the emergence of certain trends.

Unfortunately, there is a limited number of research investigating the

trends of research in English education. Particularly, in terms of attitude, in which

two different concepts exist. The first concept is attitude in general which

classifies attitude into positive and negative (attitude in narrow meaning). Another

concept is attitude in Competence-based Learning which differentiates attitude

into spiritual and social (attitude in broad meaning). Whereas, discovering the

trends can provide information on the current interest as well as the development

or progress of English education. Indeed, decision making and even an adjustment

can be made through utilizing the results of trends. These are attempted to

improve English education so that it will become more effective and better quality

can be achieved.


6

C. SCOPE OF THE STUDY

Due to the limited time and access to the data sources, some limitations are

determined. First, the limitation is related to the topic of the research reports being

analyzed. This research focuses only on analyzing research reports which deal

with attitude and related learning factors such as motivation, belief, perception,

learning style and learning strategy in English education. Second limitation is on

the year of publication. The researcher only analyzes research reports which were

published in 2007 to 2016. Third limitation is on the origin of the research reports.

The researcher wants to analyze research reports originated from Indonesia as the

main focus. However, she also takes several others from Expanding-Circle

Countries (ECC), Outer-Circle Countries (OCC) and Inner-Circle Countries

(ICC). The researcher analyzes 100 research reports in which eighty of them are

originated from Indonesia, ten of them are from ECC and five from each of OCC

and ICC.

D. PROBLEM FORMULATION

This sections presents the problem of this research which is formulated

into one research question. The question is what are the trends of research on

attitude and related learning factors in English education?

E. RESEARCH GOALS

The main goal of this research is to discover the trends of research on

attitude and related learning factors in English education. This goal can be


7

achieved through investigating the content of research reports which covers

investigated topic, concept clarification of the topic being analyzed, related topic,

origin, participant, goal, method, data gathering instrument, data analysis

technique, sampling technique, validation technique and result. Moreover, this

information leads to the relation between research trends on attitude and related

learning factors in English education and Competence-based Learning as the

current approach in English education, particularly concerning the concept of

attitude as practiced in 2013 Curriculum.

F. RESEARCH BENEFITS

This research provides both scientific and practical benefits. The scientific

benefit of this research offers a description of research trends on attitude and

related learning factors namely motivation, perception, belief, learning style and

learning strategy in English education. Besides, it also provides a description of

the relation between the research trends and the concept of attitude in

Competence-based Learning, particularly as practiced in 2013 Curriculum.

The practical benefits are attempted for several parties such as educators,

students, English educational researchers, university managers, and policy makers

of English education. First, for both educators and students, the results can help

them to understand more about attitude and five related learning factors

(motivation, perception, belief, learning style and learning strategy) in English

education. Second, for English educational researchers, the results of this research

provide them with more up-to-date information on attitude and five related


8

learning factors which have been investigated, particularly concerning the concept

of attitude in Competence-based Learning as practiced in 2013 Curriculum. Third,

the university managers and policy makers of English education can utilize the

results of this research as a source to develop a quality control in conducting

research so that the students and future researchers will conduct research on the

other unexplored topics. This will result in more contribution to the development

of English education, particularly in the context of Competence-based Learning.


9

CHAPTER II

LITERATURE REVIEW

This chapter aims to clarify the concepts of the research. It discusses both

main and supporting theories used within this research. It consists of three main

sections which entail several sub-sections. The sections are theoretical review,

related studies, and theoretical framework.

A. THEORETICAL REVIEW

In this section, the researcher explains some theories employed in this

research. Those are Competence-based Learning, attitude, English learning

factors, English educational research reports, classification area of English, and

content analysis.

1. Competence-Based Learning

The notion of Competence-based Learning (CBL) has been widely known

for its emergence which brings some changes in education realm. This part

discusses the history and overview and its implementation in Indonesia.

a. History and Overview

The history of Competence-based Learning (CBL) can be traced back to

the early 1970s when Competency-based Education (CBE) emerged for the first

time in the United States. CBE itself refers to “an educational movement that

advocates defining educational goals in terms of precise descriptions of the

knowledge, skills, and behaviors students should possess at the end of a course of


10

study” (Richards and Rodgers, 2001: 141). In other words, it focuses on the

outcomes or outputs of learning rather than the means of learning.

CBL according to Richards and Rodgers (2001) is the implementation of

CBE principles in language teaching. It seeks to teach language in relation to the

social contexts in which the language is used. Hence, the focus of learning has

shifted from what the students know to what they can do with the language. In

broader context, Sánchez and Ruiz (2008) assert that CBL is an approach to

teaching and learning which focuses on the competences that students need to

develop. O’Sullivan and Burce (2014: 3) define CBL as “a way of structuring

learning activities so that the individual learner can meet a predetermined set of

competencies”. Therefore, it can be concluded that CBL is an outcome-based

approach to education which focuses on the competences that the students should

possess at the end of learning.

Sánchez and Ruiz (2008:33) highlight that “to have CBL, it is a must to

establish what competences are essential in today’s world”. Richards and Rodgers

(2001: 144) assert that “competencies in CBL consist of a description of essential

skills, knowledge and attitudes required for effective performance of a real-world

task or activity”. Therefore, the goal of this CBL approach as stated is “to endow

students with knowledge and to enable them to apply such knowledge in various

contexts” (Sánchez and Ruiz, 2008: 33). Indeed, it can be done by developing

students’ knowledge, along with skills, attitude and (character) values which are

integrated.


11

b. The Implementation of Competence-Based Learning in Indonesia

In Indonesia, the implementation of CBL can be seen through the

curriculum. There are three curricula which employ CBL: (1) Competency-based

Curriculum (CBC) which was initiated in 2004, School-Level Curriculum (SLC)

which was begun in 2006, and 2013 Curriculum as the latest curriculum (Subandi,

2014). CBC contains a set of planning and organization of competence to achieve

national goal in adjustable environment and school potency (Department of

National Education, 2004, in Subandi, 2014). SLC is operational curriculum

which is arranged and performed by each unit of school (Management of Director

General of Elementary and Secondary Education, 2009, in Subandi, 2014).

Meanwhile 2013 Curriculum according to Yulia (2014) is the continuation and

improvement of the previous curricula (CBL and SLC) which focuses on the

competences as well as character building in order to achieve the goal of national

education.

In regard to CBL, it can be stated that 2013 Curriculum (as the current

curriculum in Indonesia) has emphasized each competence in more specific. Thus,

the implementation of CBL in Indonesia can be best viewed from this curriculum.

Tantra (2015) states that 2013 Curriculum is designed to respond the change of

learning paradigm in today’s education from teacher-centered to learner-centered.

Moreover, this 2013 Curriculum is also in line with the goal of national

education. As stated in the Article 3, Constitution No. 20 Year 2003, the goal of

national education is to develop the students’ potential to become a faithful, god-

fearing, morally good, healthy, knowledgeable, skillful, creative, autonomous


12

person as well as a democratic and responsible citizen (cited in Kerangka dasar

dan struktur kurikulum 2013). This goal encompasses several competences which

can be differentiated into the following classification.

Table 2.1: The Classification of National Education Goals

Attitude

a. Spiritual attitude

Appreciating and internalizing the embraced religion

b. Social attitude

Having good moral, healthy, independent, democratic and

responsible

Knowledge Knowledgeable

Skills Skillful and creative

Source: Kerangka dasar dan struktur kurikulum 2013

From the table it is clear the goal of national education is also focused on

the three competences (attitude, knowledge and skills) which should be possessed

by the students. The focus of 2013 Curriculum as emphasized by Mulyasa (2014)

is also to develop students’ competences (attitude, skills and knowledge) and

characters. In addition, as 2013 Curriculum is intended to build both of students’

soft ad hard skills, therefore the implementation of the three competences in

teaching-learning process should be balance.


13

Figure 2.1: Three Competences of 2013 Curriculum

(Kerangka dasar dan struktur kurikulum 2013, 2013)

Figure 2.1 presents the stages that should be achieved by each level of

education within the context of the three competences. Different from the

previous curriculum (SLC) which used merely Bloom’s taxonomy for knowledge

competence, 2013 Curriculum has employed Krathwohl’s taxonomy for attitude,

Dyers’ taxonomy for skills and Bloom’s taxonomy for knowledge as well. In

terms of attitude, the stages in teaching-learning process begin with accepting,

which is followed by responding, valuing, organizing or internalizing and

characterizing or actualizing as the highest phase. Skills comprise observing,

questioning, experimenting, associating, and communicating as the highest stage.

Meanwhile, knowledge entails knowing/remembering as the lowest phase,

understanding, applying, analyzing, the highest phase is evaluating. However,

when the students have achieved the highest phase of skills and knowledge, they


14

are expected to be able to create, though this is intended for higher education

level. These stages are then termed as scientific approach.

Table 2.2: The Graduate Competence Standards of 2013 Curriculum

Competence Standard

Attitude

- Having behavior that reflects a good attitude

- Pious, having good deeds, self-confident, and responsible for the

social and natural environment

- Positioning oneself as a reflection of the nation in the

international world

Skills

- Having thinking abilities and effective and creative actions in

both abstract and concrete contexts

- Having developed skills taught at school based on students’

talents, interests, and abilities

Knowledge

- Having procedural and metacognitive knowledge in science,

technology, arts, culture, and humanities with a national

perspective

- Having knowledge about the cases of phenomena and events

along with alternative solutions, hindrances, and final solutions

(Konsep dan implementasi kurikulum 2013, 2014)

Considering the goal of national education and the fact that CBL is an

outcome-based approach, therefore, at the end of the learning, the students are

expected to pass the graduate competence standards presented in Table 2.2. In

terms of attitude, students have to possess good attitude of both spiritual and

social. For skills, the students are expected to be skillful and creative so that they

will be able to perform well. Indeed, they should have good abilities. Meanwhile

for knowledge, the students are expected to be knowledgeable (factual, conceptual

and procedural). It means that they should understand both science and

phenomena so that they will be able to solve problems with the support of enough

knowledge. In short, the students are expected to be people with good attitude,

character, skills and knowledge as well.


15

2. Attitude

The terms attitude is widely used in education, along with skill and

knowledge. Therefore, having clear understanding about the meaning of this terms

and its influences towards English language learning is essential. However, the

emergence of attitude in Competence-based Learning, particularly in 2013

Curriculum leads to the different meaning of attitude which is broader.

a. Narrow Meanings

In general, Eagly and Chaiken (1993, as cited in Albarracín, Johnson and

Zanna, 2005: 4) define attitude as “a psychological tendency that is expressed by

evaluating a particular entity with some degree of favor or disfavor”. However,

when it comes to language learning, the terms attitude, according to Crytal (1997)

refers to the feelings people have about language. Hence, it describes their

behavior towards their own language or the languages of others. Moreover,

Pickens (2005: 44) defines attitude as “a complex combination of things we tend

to call personality, beliefs, values, behaviors and motivations”.

Eagly and Chaiken (1998, as cited in Jain, 2014) state that attitude is

constructed of three components: (1) affective, (2) behavior, and (3) cognitive.

These components are known as ABC model of attitude. Affective component

deals with feeling or emotional response (liking or disliking) towards an object of

attitude. Behavior component is the tendency to act in certain ways (favorable or

unfavorable) toward an object of attitude. Cognitive component refers to an

individual’s thought, belief, perception, opinion, and idea about the object of

attitude. It can be belief or disbelief.


16

The formation of attitude is influenced by various factors from both

internal and external. One of the factors is motivation. Deci and Ryan (2000, in

Despagne, 2010) highlight that attitude can be created by extrinsic and/or intrinsic

motivation. For instance, in the context of language learning, when a learner has

high motivation, she or he tends to hold good attitude. Furthermore, Pickens

(2005: 47) asserts that “attitude formation is a result of learning, modeling others,

and individual’s direct experiences with people and situations”. In addition,

Dӧrnyei (2003, in Despagne, 2010) also states that attitude is created and can be

changed through four factors namely family, teacher, peer and school. When an

individual interact with others, she or he can be affected by others and vice versa.

In short, considering that it is influenced by various factors, individual’s attitude

can also vary.

Walley et al. (2009, Jain, 2014) mention that attitude is generally positive

or negative. As they believe that attitude is judgement which means that it is a

view of an object (person, place, thing, or event). However, sometimes people

may also have neutral attitude. Gardner (1985) mentions that there are two types

of attitude in language learning: (1) attitude toward learning the language, which

is relevant to educational attitude and (2) attitude towards the language

community which is relevant to social attitude. Educational attitude includes

attitude towards teacher, the course, and learning the language. Social attitude, on

the other hand, focuses on the cultural implication of second language acquisition

(SLA). Gardner believes that these two types of attitude influence the

achievement in second language learning. However, he claims that attitude


17

towards learning the language is more closely related to achievement than attitude

towards the second language community.

b. Broad Meanings

The broad meaning of attitude emerges from the implementation of

Competence-based Learning (CBL) as the current education system in Indonesia.

Due to the implementation of 2013 Curriculum (as the current curriculum in

Indonesia), attitude has received more attention. This is because 2013 Curriculum

is intended to achieve the goal of Indonesian national education which emphasizes

attitude and character, along with skills and knowledge. Based on Article 3,

Constitution No. 20 Year 2003, the goal of national education is to develop the

students’ potential to become a faithful, god-fearing, morally good, healthy,

knowledgeable, skillful, creative, autonomous person as well as a democratic and

responsible citizen (cited in Kerangka dasar dan struktur kurikulum 2013).

Derived from this goal, the terms attitude is divided into spiritual and social.

Spiritual attitude deals with individuals’ attitude related to their religion in which

they have to appreciate and internalize the embraced religion. Meanwhile, social

attitude refers to individuals’ attitude within the society which define how they

interact and behave with others. Hence, they should have good moral, be healthy,

independent, democratic and responsible.

As CBL is an outcome-based approach, at the end of the learning,

Indonesian students are expected to fulfil the graduate competence standard.

Ministry of Education and Culture (2014) had determined the graduate

competence standard for attitude as follows: (1) Having behavior that reflects a


18

good attitude, (2) Pious, having good deeds, self-confident, and responsible for

the social and natural environment, and (3) Positioning oneself as a reflection of

the nation in the international world.

In addition, as highlighted by Mulyasa (2014) that the focus of 2013

Curriculum is on developing students’ competences and characters. Hence, The

Ministry of Education and Culture has formulated eighteen character values that

should be integrated into lessons. These eighteen character values are derived

from both spiritual and social attitudes. Through these values, the students are

expected to have good characters along with good competences (attitude, skills,

and knowledge). The values and their description are presented in the following

table.

Table 2.3: Values of Cultural Education and National Character of 2013

Curriculum

No. Value Description

1 Religious

An obedient attitude and behavior in applying

religious teachings, tolerant towards the practices of

other religions and beliefs, and in harmony with

people having different religions.

2 Honest

Attitudes based on one’s effort to make oneself a

person who is trustworthy in speech, action, and

work.

3 Tolerant

Attitudes and actions that respect religions, ethnicity,

opinions, attitudes, and actions those are different

from one’s own.

4 Disciplined Orderly and conforms actions to all the rules and

regulations.

5 Hardworking A tenacious behavior in overcoming difficulties and

in completing learning tasks.

6 Creative Thinking before doing something to discover new

ways or results from what one has at one’s disposal.

7 Independent Attitudes and behaviors that do not depend on other

people in completing assignments.


19

Table 2.3: Values of Cultural Education and National Character of 2013

Curriculum (cont.)

No. Value Description

8 Democratic

A way of thinking, behaving, and acting which views

one’s rights and obligations as equal to those of

others.

9 Curious Attitudes and action that generally seeks to discover

more about what one learns, observes, and listens.

10 Nationalistic

A way of thinking, acting, and viewing that places

national interests higher than personal or communal

interests.

11 Patriotic

A way of thinking and doing that reflects faithfulness,

care, and respect for the national language, along with

the land, social, economic, and political aspects of the

community.

12 Appreciative of

achievement

Attitudes and actions of encouraging oneself to

produce something useful of the society while also

acknowledging what others do.

13 Friendly,

communicative

Actions that demonstrate an eagerness to converse,

interact, and cooperate with other people.

14 Peace loving Attitudes, speech, and actions that cause other people

to feel happy and secure due to one’s presence.

15 Fond of reading

The habit to provide time for reading various

materials to learn insights and other virtues for

oneself.

16 Environmentally

aware

Attitudes and actions that generally seek to prevent

damage in the natural environment and to make

efforts to repair environmental damage that has

occurred.

17 Socially

concerned

Attitudes and actions that tend to assist other people

who need help.

18 Responsible

Attitudes and behaviors that assume the obligation to

finish assignments and tasks and to take care of

oneself, the society, the environment (nature, social

and culture), the country, and God.

(Ministry of Education and Culture in Pengembangan Pendidikan Budaya

Dan Karakter Bangsa, 2010: 9-10)

Different from the narrow meaning of attitude which divides attitude

solely into positive and negative, the terms attitude in CBL based on 2013

Curriculum is broader. It covers both spiritual and social attitudes which can be


20

differentiated into the eighteen character values as presented in Table 2.3. This

discussion explains why the terms attitude within this study is divided into narrow

and broad meaning.

c. Attitude toward English Language Learning

Attitude towards English language learning has become an interesting

issue in many countries. As discussed by Bartram (2010) there is still a perception

that English native speakers have less good attitude and low motivation to learn

English. Meanwhile, in countries in which English is seen as a second language

(L2), different attitude is shown. English learners in Netherlands and Germany,

for instance, tend to show more positive attitude and higher motivation to learn

English. As leaners hold different perceptions when they are learning English, it

results in this contrast situation.

Indeed, teachers’ attitude in English language learning should not be

neglected. Along with learners’, teachers’ attitude should also be considered as

they play a significant role. Therefore, the explanation of attitude toward English

language learning entails both learners’ and teachers’ attitude as well.

Leaners’ Attitude

In second or foreign language leaning, attitude towards learning situation

is believed as a crucial factor that contributes and even plays an important role

(Susandi and Khaerudin, 2015). Attitude towards the learning situation according

to Susandi and Khaerudin (2015) refers to learners’ reaction or perception to

anything associated with the context in which the language is taught”. If the

learners hold positive attitude, they tend to enjoy the learning process and are able


21

to perform better and achieve greater. Bidin, Jusoff, and Azis (2009) have

revealed that there is a relation between attitude and language learning

achievement. Their study has discovered that learners with higher achievement are

those who have positive attitude. Similarly, Ahmed (2015) points out that:

Learners’ attitudes play a significant role in maximizing learning and

teaching output. Learners’ attitude can be defined as a collection of

feelings regarding language use and its status in the society. The feelings

are good, bad and neutral. They can nurture or hinder the learning process

effectively (p. 1).

Each learner has his or her own perspective towards English language

learning which is considered as a part of individual differences. In response to

such situation, realizing their attitude will help the teachers to adjust their way of

teaching so that the objective of learning can still be achieved. Therefore, having

good attitude during the language learning process is necessary.

Teachers’ Attitude

Baker’s research (1992, in Bartram, 2010) reveals that environmental

variables affect the construction of learners’ attitude in language learning. The

environmental factors can be seen both from the situation in which the learners

involve in and the interaction of the people surround them such as teachers,

classmates or friends, and parents. Among these people, teachers are viewed to be

the most significant factor as they are the first who interact and teach directly to

the leaners in the classroom context. They somehow determined whether or not

the learners enjoy the English language learning, along with the teaching methods,

materials and media. These statements are supported by Clark and Trafford (1995,


22

as cited in Bartram, 2010: 44) who found out that “teachers themselves shared

pupils’ views on the importance of the teacher-pupils’ relationship, with teachers

in their research claiming it to be the most significant variable affecting pupils’

attitudes towards languages”.

Wright’s research (1999, in Bartram, 2010) also reveals that learners’

attitude in language learning are influenced by their teachers. Another supporting

finding comes from Fisher’s study on leaners’ perception towards teacher in

foreign language learning (2001, in Bartram, 2010) which states that teachers in

foreign language learning is more important than in other subjects.

In addition, Woodcock (2013) states that teacher’s attitude also gives

significant influence on students’ classroom performance. Negative attitude can

lead to low expectation of learners which results in the reduction of opportunities

for them to learn. On the other hand, positive attitude of the teacher can enhance

opportunities for the learners. Woodcock (2013) further claims that the influence

of teacher’s attitude is powerful. Therefore, it is a must for the teachers to pay

attention to their attitude when they are teaching. These are the evidences that

explain why teachers play a significant role in English language learning, in terms

of attitude. Therefore, both learners’ and teachers’ attitude towards English

language learning are crucial as they related one another.

d. Attitude and Related Learning Factors

Considering that attitude is a part of individual’s learning factor, hence, it

is commonly found to have a relation to other learning factors. Susandi and

Khaerudin (2015) mention that attitude and motivation are correlated.


23

Furthermore, Gardner (1985, in Susandi and Khaerudin, 2015) asserts that

students’ positive attitude towards their second language teacher is related to their

motivation and achievement in class. Similarly, Despagne (2010) emphasizes that

positive and negative attitude which has been created through the perception

influences the motivation of the language learning process. Therefore, the terms

attitude and motivation usually go together because they have close relationship.

Along with motivation, perception is also closely related to attitude

(Bahamonde-Birke, Kunert, Link and Ortúzar, 2015). It affects attitude through

cognitive side. As Eagly and Chaiken (1998, in Jain, 2014) highlighted that

cognitive component of attitude involves individual’s belief, therefore, it can be

stated that belief affects attitude in similar way as perception. Furthermore, Riley

(1989, in Despagne, 2010: 5) mentions that “attitude depends on the individual’s

perception of ethno linguistic reality. It means that a learner’s behavior as a

member of a group and with respect to other groups, will vary according to his or

her belief about the linguistic situation, and language learning is crucial aspect of

that behavior”.

Other learning factors which have a relation to attitude are learning style

and learning strategy. Caliskan and Kilinc (2012) state that learning style is inborn

character learning factors. Hence, it affects individual’s attitude. Their study also

reveals that learning style and attitude has a positive and medium relation.

Regarding to learning strategy, attitude is found as one of the factors affecting the

learners in selecting what kind of strategy they want to use (Oxford, 1990, in

Msuya, 2016). In short, motivation, belief, perception, learning style and learning


24

strategy are five learning factors which are commonly found to affect attitude and

vice versa.

3. English Learning Factors

The notion English learning factors here refers to five concepts namely

motivation, perception, belief, learning style and learning strategy which are

closely related to attitude (Hosseini and Pourmandnia, 2013). As mentioned in the

previous part, attitude is not a single learning factor. It involves motivation, belief,

perception, learning style and learning strategy as they are strongly related one

another. These learning factors are deemed to influence the emergence of certain

attitude within an individual. Therefore, the review of these concepts are also

related to attitude.

a. Motivation

In general, motivation refers to the desire to participate or get involved in

the learning process” (Lumsden, 1994). Bomia et al. (1997: 1) define motivation

as “willingness, need, desire and compulsion to participate in, and be successful in

the learning process”. Furthermore, Dӧrnyei and Ushioda (2011: 4) define

motivation as “the choice of a particular action, the persistence with it, the effort

expended on it which is responsible for why people decide to do something, how

long they are willing to sustain the activity and how hard they are going to pursue

it”. From these definitions, it can be inferred that motivation refers to the learners’

desire and willingness to take action within the learning process as an effort or

attempt to achieve the goal of learning.


25

Motivation has a direct effect on language learning (Gomleksiz, 2010).

Lennartsson (2008, in Gomleksiz, 2010) mentions that motivation is a significant

factor in second language learning. Furthermore, Reece and Walker (1997) claim

that a less able learner who has high motivation can achieve greater success than

the more intelligent learner who has low motivation. In relation to attitude, De

Bot, Lowie and Verspoor (2005: 72) state that “a high motivation and a positive

attitude towards a second language help second-language learning”. Moreover,

Gardner and Lambert (1972) say that motivation to learn is determined by the

attitude towards language learning. They further mention that a positive attitude

will increase motivation. On the other hand, Deci and Ryan (2000, in Despagne,

2010) state that motivation affect the formation of attitude.

In relation to this research, motivation is viewed as a learning factor which

concerns on a willingness to do something in order to achieve the learning goal. It

affects and is affected by attitude. Thus, these discussions explain the relation

between attitude and motivation which is found to be closely related one another.

b. Perception

The terms perception as defined by Pickens (2005) refers to the results of

human’s interpretation towards things and events around them. Otara (2011: 1)

defines perception as “the way we all interpret our experiences”. Alfaruqy (2014)

states that perception can be simply defined as a process of interpretation of

things. Hulela, Kelebekae and Boipono (2016) describe perception as a

psychological concept on how people view the world around them.


26

Perception is closely related to attitude (Pickens, 2005). Aviram and Tami

(2004, in Suratno, Murniati and Aydawati, 2014) state that individual’s perception

determines his or her attitude. Moreover, Alfaruqy (2014) mentions that

perception is affected by attitude and vice versa. Therefore, how people perceive

things and situations will affect their attitude towards those things and situations.

This brief explanation reveals how attitude and perception are correlated.

From these explanations, it can be inferred that perception in this research

refers to the educators’ and learners’ view towards teaching learning process and

the components within (such as teaching method, material, assessment,

instruction, and so on) which is resulted from their interpretation on those things.

It is also a part of attitude, particularly in terms of cognitive side.

c. Belief

The terms belief as defined by Murphy (2000: 16, in Steel, 2009: 3) refers

to “a complex and inter-related system of personal and professional knowledge

that serves as implicit theories and cognitive maps for experiencing and

responding to reality”. Bangou, Fleming and Goff-Kfouri (2011: 2) state that

“belief relies on cognitive and affective components and are often tacitly held”.

Therefore, it is clear that belief concerns on cognitive components.

In relation to attitude, Borg (2006, in Ozmen and Aydin, 2015) mentions

that attitude is constituted from belief. This is because belief is considered as a

component which determines attitude through cognitive side (Eagly and Chaiken,

1998, in Jain, 2014). Furthermore, Mokhtar (2015) points out that belief and


27

attitude are important in understanding and improving educational processes.

These explains why belief and attitude are related one another.

In short, belief in this research refers to individual’s thought or view

towards an object. Belief is also a part of attitude, particularly in terms of

cognitive side. It explains why belief is involved in the investigation of attitude

within this research.

d. Learning Style

The theories of learning as stated by Brown (2000: 112) are attempted to

describe people’s way of learning in general, that is how they perceive, filter,

store and recall information. In the process of learning, each learner experiences a

certain problem which forms a particular attitude within the learner (individual

differences). As the learners encounter many different problems, it leads to the

emergence of various learning styles that differ across learners as well as learning

strategies that the learners used to overcome the problems. Oxford (2003)

mentions that both learning style and learning strategy are considered as the main

factors that determine the way and the outcome of learners’ language learning.

Along with other learning factors, learning style has emerged to be a part

of the discussion of attitude. Learning style is composed of strategies such as

superficial or deep processing of information, holistic and serial processing of

knowledge, processing knowledge in details, retention and systematic recalling

(Busato et al., 1998, in Ibrahimoglu, Unaldi, Samancioglu and Baglibel, 2013). In

the context of second language learning, Brown (2000) defines the terms style as

the tendencies or preferences within a learner. In other words, it is the learners’


28

characteristics of intelligence as well as personality types or attitudes that differ

one learner to another. Ellis (2008: 660) asserts that learning style refers to “the

characteristics ways in which individuals orientate to problem solving”. He

further emphasizes that the focus of learning style is to describe how language

learners prefer to learn.

From early to recent research in second language, a number of learning

styles have emerged and found to affect the success of second language learning.

Ibrahimoglu, Unaldi, Samancioglu and Baglibel (2013) reveal that learning style

shows a linear relationship between academic achievements. In relation to

attitude, Caliskan and Kilinc (2012) state that learning style is inborn character.

Therefore, it affects individual’s way of behaving and perceiving something. In

other words, learning style in this research is considered a factor affecting the

formation of individual’s attitude, particularly through behavior side. Their study

also reveals that learning style and attitude has a positive and medium relation.

Therefore, the terms learning style in this research refers to a certain way that

leaners tend to use in learning English. It affects the formation of attitude through

behavior side.

e. Learning Strategy

The terms learning strategy as defined by O’Malley and Chamot (1990, in

Msuya, 2016) refers to special thoughts and behaviors that learners use to help

them in learning new language. Meanwhile, Brown (2000) states learning strategy

refers to methods to solve problems in learning language. Similarly, Ellis (2008)

describes learning strategy as method that learners employ in learning a second


29

language (L2). He further mentions that it is an attempt to develop learners’

competence in the target language. He also highlights that “learning strategy is

problem-oriented, which means that learners used the strategy to overcome the

problems they encounter in language learning.

Several factors are found to influence learners in choosing learning

strategy. As pointed out by Oxford (1990, in Msuya, 2016), the factors are

cultural background, attitude and belief towards the language, stage of learning,

gender, motivation and language learning task. Moreover, Ellis (2008) also

mentions that age appears to be one of the factors affecting the way learning

strategy is used. Through this discussion, the relationship between learning

strategy and attitude can be understood. It can be simply defined that learners’

attitude affects them in selecting which learning strategy they want to use in the

process of language learning to overcome the learning difficulties.

Learning strategy in this research refers to methods used by leaners to

overcome difficulties in learning English. Different from other four learning

factors which affect the formation of attitude and vice versa, learning strategy is

affected by attitude and does not affect attitude. However, it is still a significant

learning factor to be investigated along with attitude.

4. English Educational Research Reports

The term research report within this research refers to several forms of

research reports commonly found such as thesis, journal article and research

paper. Examining the content of research reports is necessary as it provides

information on the progress or development of education. As mentioned by Yates


30

(2004) a good research should contribute to the improvement of education. Hence,

such exploration is necessary to discover how far education has improved within a

specific period of time. To assist researchers in examining the research reports,

especially for those who obtained large data, a table consisting research attributes

can be employed.

The table should cover the attributes of research. Sozbilir (2016) as cited

in Gul and Sozbilir (2016) has developed paper classification form (PCF) which

consists of five sections: subject of the paper, research design or methods, data

collection tools, sample, and data analysis methods. The researcher within this

research has adjusted the paper classification form so that it becomes more

adaptive. As the results, twelve main categories are formulated. Those are (1)

concept clarification (2) origin, (3) investigated topic, (4) related topic, (5)

participant, (6) research goal, (7) research design and method, (8) data gathering

instrument, (9) data analysis instrument, (10) sampling technique, (11) validation,

and (12) result.

First, the classification of concept clarification of the issue being analyzed

is based on the concept clarification of the issue within the research reports. In

determining the classification of concept clarification, the researcher made a list

of concept clarification stated in the studied research reports and then make a

generalization through classifying the similar concept into one classification.

Second, the classification of origin is based on the classification area of

English discussed in the previous part. There are three areas namely Inner Circle

Countries (ICC), Outer Circle countries (OCC) and Expanding Circle countries


31

(ECC) in which the majority of countries in Asia, including Indonesia, belong to

this area. But, as the researcher wanted to focus more on Indonesia, she did not

categorize research reports conducted in Indonesia into ECC but Indonesia. It

aimed to highlight the focus of this research. In classifying the origin of the

research reports, the researcher will see from the area where those researches were

conducted.

Third, in terms of investigated topic, the researcher has used the theories

of attitude and related learning factors in determining the classification. They are

attitude itself, motivation, perception, belief, learning style, and learning strategy

and 18 character values of attitude in Competence-based Learning such as

honesty, creativity, and tolerance (it depends on what have been found from the

studied research reports). However, to get richer results, the researcher also put

other related topic as the fourth category. The classification will be based on what

the researcher found in the studied research reports.

Fifth category is participant. The types of participants involved in the

research (i.e. high school students, English teachers, lecturers, etc.). The

classification of this category will also be based on what the researcher found

within the studied research reports.

Sixth category is goal of the research. Considering the various goals that

will be found within the studied research reports, the researcher will make

generalization to classify them so that it will be easier to interpret. Firstly, she will

read each research report and make a list on the goal. Then, she will classify the

similar goal under one classification as the generalization.


32

Seventh category is research design and method which can be broadly

categorized into quantitative, qualitative and mixed (the combination of both

quantitative and qualitative). Fraenkel and Wallen (2009) mention that

experimental, correlation and survey belong to quantitative. While content

analysis, ethnography, and historical research belong to qualitative. They also

mention mixed method and action research. Ary, Jacobs, Sorensen and Razavieh

(2010) make a clear distinction between the two. The quantitative method is

composed of experimental and non-experimental. While the qualitative method

consists of case study, content analysis, ethnography, grounded theory, historical,

narrative, and phenomenological. The classification of research design and

method are formulated based on the classification of those experts and what have

been found in the studied research reports.

Eighth category is data gathering instrument. It consists of several tools

which are commonly used to obtain data for both quantitative and qualitative

research. Ary, Jacobs, Sorensen and Razavieh (2010) have defined various data

gathering instruments such as field note, observation, interview, written response

(questionnaire), performance measures on and student’s information which can be

in the form of portfolio or work samples, and test. They also point out two

instruments used in educational research which aims at measuring the value,

namely achievement test and aptitude test. However, if the researcher finds other

instruments within the studied research reports, they will be put in the

classification as well.


33

Ninth category is data analysis technique. It will be based on the analysis

techniques found from the studied research reports. Different from data analysis

technique in Sozbilir’s (2016, in Gul and Sozbilir, 2016) paper classification form

which classifies quantitative analysis merely into descriptive and inferential, the

researcher in this research will put every technique as a classification. It aims to

depict more precise information on the use of statistical techniques.

Tenth category is sampling technique which is determined based on two

types of sampling namely probability and nonprobability. Ary, Jacobs, Sorensen

and Razavieh (2010) differentiate between the two types of sampling. They

mention that random sampling, stratified sampling and cluster sampling belong to

probability sampling. While nonprobability sampling involves convenience

sampling, purposive sampling and quota sampling. These are the classification of

sampling techniques.

Eleventh category is validation. Validity and reliability are commonly

used for quantitative research as it always depends on measurement. According to

Ary, Jacobs, Sorensen and Razavieh (2010) both validity and reliability are

essential in developing and evaluating instruments. Meanwhile in qualitative

research, the researchers can use credibility, transferability, trustworthiness and

confirmability.

The last category is result. In determining the classification of research

results, the researcher will do the same procedure as in defining the classification

of research goals. She will make a list of results from each research report and


34

then the similar results will be put under one classification. By doing so, it will

assist the researcher in interpreting the results of large number of research reports.

5. Classification Area of English

English has been widely used in throughout the world for some purposes.

Hence, the number of people learning English becomes greater. Indeed, it results

in the variety of English. Regarding to this issue, Kirkpatrick (2007) has

summarized some classifications on the area of English done by some scholars.

The classifications attempt to explain the differences in the ways English is used

in different countries. The classification of English can be distinguished through

its roles in language teaching. English in language teaching is viewed in three

different roles namely English as a native language (ENL), English as a second

language (ESL), and English as a foreign language (EFL). This explanation has

led to Kachru’s three circles of English. It is composed of Inner-Circle, Outer-

Circle and Expanding-Circle. His classification of area of English in the world is

considered as the most common one.

a. Inner-Circle Countries

English as a native language (ENL) according to Kirkpatrick (2007) can

be defined when English is used as the primary language and spoken by most of

the population. Therefore, the United Kingdom (UK), the United States (US),

Australia, Canada, New Zealand and Ireland are countries in which English is

spoken as the native language. These countries are then terms as Inner-Circle

countries. English within these countries is not only spoken for educational


35

purpose but it takes part in almost all fields in their people’s life. They use it for

daily language.

b. Outer-Circle Countries

This second classification as mentioned by Kirkpatrick (2007) is in

contrast to the first one. English in Outer-Circle countries is not the main

language. Nonetheless, it is still important as it is used for official language. In

other words, it is termed as English as a second language (ESL). The members of

this classification are likely to be the ex-colonies of the United Kingdom (UK) or

the United States (US) in the past. Therefore, they have historical role related to

the emergence of English in their countries. Outer-Circle countries consist of

Nigeria, Malaysia, India, the Philippines, Singapore, South Africa and Pakistan.

c. Expanding-Circle Countries

The last classification is Expanding-Circle. It encompasses countries in

which English is viewed as a foreign language (EFL). Indonesia is one of the

countries in Expanding-Circle which located in Asia. According to Honna (2005)

English has spread rapidly in Asia. It can be seen from the increasing number of

people learning English for wider communication. Therefore, English education

receives more attention. The role of English in Indonesia is more or less the same

with some countries in Asia and ECC which can be seen through its use in society

in general and business, politics, education and media in particular (Lauder,

2008). In his study, Lauder (2008: 9) mentions that “currently English is seen as

needed for development. It is needed for instrumental reasons, as a tool which

provides access to international markets, scientific knowledge and expertise”.


36

Kirkpatrick (2007) mentions that many countries in Middle East such as

China, South Korea, Russia, Egypt and Japan are parts of this ECC. It is hard to

clearly mention the members of this Expanding-Circle for the reason that EFL

users spread all over the world. In short, those which do not belong to Inner-Circle

and Outer-Circle are considered to be parts of Expanding-Circle. Indeed, English

within these countries is not used or spoken in daily life. It is merely learned in

schools or certain courses. Therefore, the opportunity to practice using English is

very limited. It results in students who tend to have low motivation to use English

outside the classroom.

In relation to this research, this classification area of English is used as the

foundation in determining the area where the research reports were conducted.

Considering that the focus of this research is on research conducted in Indonesia,

therefore, other countries in ECC, OCC and ICC will contribute only in a small

number.

6. Content Analysis

The terms content analysis had firstly emerged by the 1940s (Waples and

Berelson, 1941, cited in Krippendorff, 2004). Since then, content analysis was

utilized as one of research methods used in many studies (Riffe, Lacy and Fico,

1998).

a. Definition and Function

Krippendorff (2004: 18) defines content analysis as “a research technique

for making replicable and valid inferences from texts”. As a research technique,

“content analysis allows the researchers to process the data texts which are


37

significant, meaningful, informative, and even representational to others”

(Krippendorfff, 2004: 41). It means that the texts being analyzed can be in the

forms of various things (not only written material) as long as they fulfill the

mentioned requirements. It can be images, maps, sounds, signs, symbols, and

even numerical records. He further highlights that content analysis is usually used

when the researchers want to discover the trends, patterns and differences of the

phenomena or data being analyzed. It is also commonly used in identifications,

evaluations and judgements.

Riffe, Lacy and Fico (2005) point out that the essence of content analysis

is to examine both the manifest and the latent content. The term manifest content

here refers to the results of counting. Therefore, the analysis of manifest content

will deal with the message which can be easily recognized and counted. In short,

manifest content is only the surface meaning. On the other hand, the analysis of

latent content is deeper as it will deal with the judgements, evaluations, and

interpretation of content.

In addition, Rose, Spinks, and Canhoto (2015: 1) mention that:

Content analysis can be applied to all kinds of written text such as

speeches, letters or articles whether digital or in print, as well as text in the

form of pictures, video, film or other visual media. It can be used to

examine both the manifest and the latent content of a text. Manifest

content refers to the visible, countable components of the message. Latent

content refers to the meaning that may lie behind the manifest content.

These definitions are useful as they provide an understanding of what is

actually meant by content analysis. Through the definitions, it can be concluded

that content analysis is a research method which focuses on revealing the meaning

of a text. Therefore, it is clear that the object of content analysis is termed as text.


38

The text itself can be in the form of written and oral. As content analysis involves

a large number of data, therefore in analyzing the data, it is common to have data

reduction. The process of reducing the data is called coding in which the

researchers classify the data into fewer classifications. Through these

classifications a particular pattern of data being analyzed will appear as the result.

The result is called as manifest content. Meanwhile, when the researcher analyzes

the meaning behind the manifest content, the results of the analysis is called as

latent content. In short, it can be stated that manifest content focuses solely on the

surface, whereas latent content deals with deeper meaning. However, it must be

noted that “both manifest and latent content still require interpretation but the

interpretation vary in depth and level abstraction” (Graneheim and Lundman,

2004 in Rose, Spinks and Canhoto, 2015: 1).

b. Types

Content analysis, in terms of types, can be broadly categorized into

quantitative and qualitative (Rose, Spinks and Canhoto, 2015: 1). It can be seen

through the procedure of how the analysis is carried out. Quantitative content

analysis according to Rose, Spinks and Canhoto (2015: 3) shares many common

characteristics of quantitative research in general. As with other quantitative

approach, quantitative content analysis also involves hypothesis formulation as

the response to the research question. Moreover, the most visible characteristic of

quantitative approach is that the analysis process applies statistical or numerical

calculation. Nevertheless, quantitative content analysis has a distinctive

characteristic as well. What makes it different is the existence of a step called


39

developing coding scheme. It is a process of developing classification to classify

the data so that more understandable information can be achieved (Rose, Spinks

and Canhoto, 2015). Furthermore, Neuendorf (2002: 14) mentions that “the goal

of any quantitative content analysis is to produce counts of key categories,

measurements of the amounts of other variables”. It is clear that quantitative

content analysis emphasizes its focus on implementing measurement technique in

order to provide clear results. Hence, the presentation of analysis results involves

numerical explanation. By doing so, more accurate interpretation can be drawn.

The result of this quantitative content analysis can be stated as the manifest

content.

Qualitative content analysis, on the other hand, retains the strengths of

quantitative content analysis (Mayring, 2014). Like quantitative content analysis,

developing coding scheme also exists in this qualitative content analysis.

However, according to Rose, Spinks and Canhoto (2015) there is no statistical

analysis involved in this approach. The goal of qualitative content analysis

according to Mayring (2014) is to provide rich and deep meaning of a text. This is

considered as the latent content. In terms of presentation, the analysis result is

usually displayed verbally.

In addition, the use of both quantitative and qualitative techniques in

content analysis has become more common. According to Drisko and Maschi

(2016) the basic of content analysis involves both qualitative and quantitative

techniques. The qualitative technique can be seen through a step called coding

unstructured data. Meanwhile the quantitative technique can be seen through the


40

use of descriptive statistics to analyze the coded data. As highlighted by Creswell

(2011, in Drisko and Maschi, 2016) that:

Mixed method research employs complete quantitative and qualitative

research studies within a project to gain different perspectives on the study

question. Content analysis may combine qualitative and quantitative

techniques into a single study method. It is more of a hybrid or blended

research methodology than a true form of mixed methods research

combining separate qualitative and quantitative studies (p. 13).

Therefore, it is clear that these two techniques can be employed together

within a content analysis research. The use of both techniques in a research can

enrich the research findings. This explains the nature of qualitative and

quantitative techniques in content analysis.

c. Procedures of Conducting Content Analysis

As a research method, content analysis involves a set of procedures. Some

experts have proposed different steps in conducting content analysis research.

However, as highlighted by Fraenkel and Wallen (2009: 474) that “all procedures

that are called content analysis have certain characteristics in common. These

procedures also vary in some respects, depending on the purposes of the analysis

and the type of data being analyzed”. The framework of conducting content

analysis can be seen through the following figure.


41

Figure 2.2: A Framework of Content Analysis

(Krippendorff, 2004: 30)

The framework illustrates the procedure of conducting content analysis.

The first thing to be considered is the text (the data of the research) to be

analyzed. Once the researchers have acknowledged the text, they must formulate

the research question that is the purpose of analyzing the text. Through the

research question, the instruments to collect the data can be determined. The next

step is describing the context. “In a content analysis, the context explains what the

analyst does with the texts, it could be considered the analyst’s best hypothesis for

how the texts came to be, what they mean, what they can tell or do”

(Krippendorff, 2004: 33). The next step is analytical construct. It presents how the

researchers have recognized the context. This step demands them to explain how

the text relate to the possible answer of the research question. Once the analysis is

done, the researchers should make inference based on the result of the analysis.

“Any content analysis should be validatable in principle” (Krippendorff, 2004:

39). It explains why the researchers in content analysis should conduct validation

within their research. It aims at strengthening the research findings.


42

Fraenkel and Wallen (2009) further summarize the steps involved in

content analysis as follows: (1) Determining objectives, (2) Defining terms, (3)

Specifying the unit of analysis, (4) Locating relevant data, (5) Developing a

rationale, (6) Developing a sampling plan, (7) Formulating coding categories, (8)

Checking reliability and validity, (9) Analyzing data, and (10) Interpreting the

result of analysis.

Wimmer and Dominick (2011) define the steps of content analysis into the

following stages: (1) Formulating a research question, (2) Defining the universe,

(3) Selecting an appropriate sample from population, (3) Selecting and defining a

unit of analysis, (4) Constructing the categories of content to be analyzed, (5)

Establishing a quantification system, (6) Training the coders and conducting a

pilot study (7) Coding the content according to established definitions, (8)

Analyzing the collected data, and (9) Drawing conclusions and searching for

indications. A common way to interpret content analysis data is through the use of

frequencies (i.e., the number of specific incidents found in the data) and the

percentage and/or proportion of particular occurrence to total occurrence.

The review on the procedures of content analysis has provided the

researcher with sufficient information. Though there are some differences, it can

be seen that they share similar characteristics. In short, like any other research

designs, content analysis should begin with research question which is considered

to be the objective of the research. This research question determines the

researchers in selecting the instruments to collect and analyze the data. Sampling

technique is necessary to be employed. The researchers should clearly define the


43

population, sample of the data, and sampling technique they use. The next step is

coding. It is considered as one of the characteristics that content analysis has.

Before analyzing the data, validation should be conducted. Then, it comes to the

analysis. After finishing the analysis, the last step the researchers should do is

concluding the results of the analysis.

B. RELATED STUDIES

The researcher had found four previous studies which focused on

examining research trends from English educational research reports. They also

employed content analysis as the research method. However, they focused only on

finding the manifest content, that is the result of counting the occurrences. They

did not discuss the relation between those research trends with the implemented

approach or curriculum. In other words, they did not analyze the latent content.

First, a study conducted by Hussein (2015) on 103 journal articles which

were published in 2008 to 2013 from The Journal of Teaching English with

Technology revealed that most of them were published in 2012 (24 journal

articles) and 2011 (23 journal articles) with English Language Teaching as the

most studied topic (38 journal articles). Most of them (68 journal articles) were

written by one author. The majority of sample group used in the journal articles

was student (42 journal articles) with two people as the dominant number of

sampling (32 journal articles). Most of the journal articles employed online

interaction (20 journal articles) and questionnaire/survey (20 journal articles) as

the data collecting instrument. Qualitative research was found as the most


44

dominant analysis technique as it was used in 58 journal articles. In terms of

reference, 61 journal showed the use of references between 1-29.

Second, Chaiyasook and Jaroongkhongdach (2014) conducted a study on

194 Thai master’s theses in ELT from 2003 to 2011. This study focused on

finding out the trends of research topic and method. It revealed that most ELT

master’s theses focused on student performance (60.82%), especially in

undergraduate level (25.64%). Most of them employed a human quantitative

research design (61.34%) by using students as a major of data source (80.41%).

The instruments used were mostly a combination of a questionnaire and a test,

meanwhile the analysis techniques used were mostly descriptive and inferential

statistics.

Third, Solak (2014) conducted a study on 189 research papers on foreign

language education in Turkey which were published between 2009 to 2013. Those

papers were indexed in SCCI and ULAKBIM. The instrument used in his research

was paper classification form which consists of subject matter, research

design/method, data collection tool, sampling, and data analysis method. The

findings revealed that the most studied topics on foreign language teaching and

learning were concept analysis, teaching and learning. The highest number of

articles were published in 2013 in which most of the authors were Turkish.

Quantitative method was the most used method within the studied papers. The

focus of sample group was mostly on undergraduates, meanwhile the sample size

was mostly between 31-100.


45

Fourth, Lin and Cheng (2010) conducted a study on 493 TESOL master’s

theses in Taiwan from 2003 to 2007. Those theses were taken from the Electronic

Theses and Dissertations System of National Digital Library. This study focused

on finding out the educational levels of research context and research topics. The

findings showed that there were four most frequently investigated topics. Those

were: (1) language skills, including research on listening, speaking, reading,

writing, pronunciation, vocabulary, and grammar, (2) teaching methods or

approaches, (3) materials or curriculum and (4) computer assisted language

learning (CALL). The contexts found from the studied theses were: (a) high

school, (b) higher education, and (c) elementary school.

C. THEORETICAL FRAMEWORK

Competence-based Learning (CBL) has been implemented in education

field for more than ten years. It is an approach which emphasizes on the mastery

of three competences namely attitude, skills and knowledge. Regarding to the

implementation of CBL, a large number of research in English education had been

conducted on these three competences. It resulted in the emergence of certain

trends. Among the three competences, the researcher wants to focus only on

attitude and related learning factors. Hence, this research focuses on investigating

the trends of research on attitude and related learning factors in English education.

Attitude in English language teaching and learning is commonly defined

as a way of behaving towards English language teaching and learning. It is shaped

by some factors such as past experience in learning the target language,


46

surrounding people (e.g. teacher, classmates, parents, community), and several

related learning factors such as motivation, perception, belief and learning style. It

also affects learning strategy. Due to these relations, the focus of this research is

not only on attitude but also on these learning factors as well. In general, attitude

can be divided into two, positive and negative. This can be simply defined as

attitude in narrow meaning. However, attitude in Competence-based Learning is

different as it is divided into spiritual and social which covers eighteen character

values such as religious, honest, tolerant, etc. Therefore, it is termed as attitude in

broad meaning.

English educational research reports which were published in 2007-2016

are the data source in this research. In terms of topic, the researcher took only

those which deal with attitude and five related learning factors namely motivation,

perception, belief, learning style and learning strategy. For the origin, she had

taken research reports which were conducted in ECC (with Indonesia as the main

focus), ICC and OCC.

To answer the research question, first researcher examined the contents of

the collected research reports to discover the research trends. The contents consist

of investigated topic, concept clarification of the topic being analyzed, related

topic, participant, goal, method, data gathering instrument, data analysis

technique, sampling technique, validation technique and result. Then, she

interpreted the relation between research trends and Competence-based Learning,

particularly concerning the concept as practiced in 2013 Curriculum. Thus, the

framework of pre-understanding is presented in the following figure.


47

Figure 2.3: Framework of Pre-understanding

Trends of Research on Attitude and Related Learning Factors in

English Education

English Educational Research Reports

Published in 2007 to 2016

Topics on attitude and related learning factors (motivation, perception,

belief, learning style and learning strategy)

80 were conducted in Indonesia, 10 from ECC, 10 from OCC and ICC

Content

Manifest Content (Research Trends)

Pre-determined Categories:

Investigated topic

Concept clarification

Related topic

Origin

Participant

Goal

Method

Data gathering instrument

Data analysis technique

Sampling

Validation

Result

Latent Content

The relation between research trends and the concept of

attitude in Competence based Learning as practiced in 2013

Curriculum


48

CHAPTER III

METHODOLOGY

This chapter is intended to provide details explanation on how this

research was designed and conducted. It consists of several sections namely (1)

research goals and method, (2) nature and sources of data, (3) instruments, (4)

data gathering, (5) data analysis and presentation, and (6) validity.

A. RESEARCH GOALS AND METHOD

This research aims to reveal the trends of research on attitude and five


learning strategy in English education. To achieve the goal, the researcher

investigated the content of English educational research reports which deal with

these topics. The content covers investigated topic, concept clarification of the

topic being analyzed, related topic, origin, participant, research goal, method, data

gathering instrument, data analysis technique, sampling technique, validation

technique and research result.

In attempt to achieve the goal, the researcher employs content analysis as

the research method. Rose, Spinks and Canhoto (2015) state that content analysis

is a research method which focuses on finding both manifest and latent content of

data. Manifest content refers to the results of counting the occurrence of data. As

it deals with numerical analysis, quantitative technique is applied. Latent content,


49

on the other hand, is the meaning behind the manifest content. In other words, the

analysis involves interpretation in which qualitative technique usually deals with.

In short, this content analysis research employs both quantitative and

qualitative techniques. As claimed by Wimmer and Dominick (2011), the goal of

quantitative content analysis is an accurate representation of a large number of

meaningful data. Mayring (2000: 3) mentions that “qualitative content analysis

wants to preserve the advantages of quantitative content analysis for a more

qualitative text interpretation”.

Quantitative technique in this research was used to discover the research

trends. It was done by calculating the occurrences of research contents. The

results of this calculation is called manifest content. Meanwhile qualitative

technique was employed to reveal the relation between the research trends and

Competence-based Learning, particularly concerning the concept of attitude as

practiced in 2013 Curriculum. The analysis was carried out through interpreting

the research trends based on the theory of attitude in Competence-based Learning.

The result of this qualitative analysis is called latent content. Thus, trends of

research on attitude and related learning factors in English education concerning

the concept of attitude in Competence-based Learning can be best depicted

through this research method.

B. NATURE AND SOURCES OF DATA

The data sources of this research are English educational research reports

which are collected from open sources. Meanwhile the data of this research are


50

the content of the collected research reports which is text in nature. Moreover, to

obtain meaningful data, the researcher observed the collected research reports

directly through reading them one by one. Therefore, the nature of data within this

research is direct observation.

Due to the limitations of this research and large number of research which

have been conducted in English education, the researcher utilized stratified

random sampling in collecting the research reports. According to Krippendorff

(2004) stratified sampling enables the researchers to stratify the population into

several subpopulations. Then, it is followed by carrying out random sampling for

each subpopulation.

The limitations of this research are on topic, year of publication and origin

of the research reports. For the topic, the researcher took only those which deal

with attitude and five related learning factors namely motivation, perception,

belief, learning style and learning strategy. In terms of year of publication, she

took research reports which were published in 2007 to 2016. Meanwhile for the

origin, she took research reports which were conducted in ECC (with Indonesia as

the main focus), OCC and ICC. These limitations were used as the stratifications

in finding research reports from open sources. Then, random sampling was

applied in selecting the research reports which emerged after the implementation

of stratified sampling.


51

C. INSTRUMENTS

The instrument in this research is the researcher herself. Prasad (2008)

states that researcher in content analysis is seen as an instrument to draw

inferences of data. Therefore, the main instrument in this study is the researcher

herself as she was the one who made the coding and inferred the meaning of the

of the data.

The basic principle of content analysis is objectivity where different

researchers can obtain the same results from the same data (Prasad, 2008). To

achieve the objectivity of the research results, the researcher used keywords to

find research reports as the data source and a table to manage the data. Reviewing

the theories of attitude and related learning factors resulted in these keywords:

attitude, belief, perception, motivation, learning style, learning strategy and 18

character values in Competence-based Learning (e.g. honesty, tolerance, religious,

etc.). These keywords were used to find the research reports from open sources.

D. DATA GATHERING

The process of data gathering within this research involves four steps.

First, collecting research reports from open sources by using keywords. In

collecting the research reports, the researcher utilized stratified random sampling

as this research has some limitations (i.e. topic, year of publication, and origin).

Second, reading the collected research reports one by one to understand the

content. Third, highlighting the important information such as the origin, topic

being analyzed, concept clarification of the topic, related topic, participant,


52

research goal, research design or method, data source, data gathering instrument,

data analysis technique, sampling technique, validation technique, and research

result. The last step is inputting the relevance contents of each research report into

the table as the data of this research.

The table used in this research is called Table of the Content of the

Investigated Research Reports. The table was designed by adjusting Sozbilir’s

(2016, in Gul and Sozbilir, 2016) paper classification form which consists of five

items namely subject of the paper, research design/method, data collection tool,

sample and data analysis method. In this study, the researcher added more items

in order to provide richer and more meaningful information of the studied

research reports. This table consists of twelve items namely concept clarification,

origin, investigated topic, related topic, participant, research goal, research

design/method, data gathering instrument, data analysis technique, sampling

technique, validation technique and research result as seen in Table 3.1.

Table 3.1: The Content of the Investigated Research Reports

Items Code Sub-

Items

Research Report

Number N %

1 2 3 … 100

Concept Clarification

Origin

Investigated Topic

Related Topic

Participant

Research Goal

Research Design/ Method

Data Gathering Instrument

Data Analysis Technique

Sampling Technique

Validation Technique

Research Result


53

As seen in Table 3.1, it consists of six columns. Items column consists of

twelve main categories of research content. Code column is the code for sub-items

(e.g. OR01, OR02, OR03 and OR04 for origin). Meanwhile sub-items column is

the specific information of each item (e.g. Indonesia, ECC, OCC and ICC for

origin). Therefore, in terms of origin the code OR01 is for Indonesia, OR02 is

ECC, OR03 is OCC and OR04 is ICC. The number in research report number

represents the investigated research reports. N column is the total occurrence of

sub-items in the form of number. Meanwhile the last column is also the total

occurrence of sub-items, however it is in the form of percentage. Therefore, it is

used in quantitative analysis. Through this table (see Appendix 2), the researcher

was able to discover the occurrence of the data from each item thoroughly.

E. DATA ANALYSIS AND PRESENTATION

To answer the research question, the researcher calculated the occurrence

of data in Table of the Content of the Investigated Research Reports using

Microsoft Excel. It aims to discover the percentage of each item. This prior

analysis is termed as quantitative analysis. Therefore, the results of the analysis

are presented in charts and tables showing the percentage of data occurrence.

Then, they are followed by explanation.

Moreover, to provide richer findings, the researcher also analyzed the

relation between the research trends and the concept of attitude in Competence-

based Learning. This analysis is carried out through interpretation and without


54

involving any quantitative calculation, it is termed as qualitative analysis. Hence,

the results of the analysis are presented in the form of description.

F. VALIDITY

To make this research valid, both internal and external validity were

employed. According to Krippendorff (1980), internal validity in content analysis

is best labeled by the term “reliability”. Riffe, Lacy and Fico (2005) assert that

reliability in content analysis refers to an agreement among coders about

categorizing content (coding). Therefore, the researcher had discussed the coding

system along with two other researchers who conducted similar research to ensure

the appropriateness. Meanwhile Mayring (2014) states that the instruments in

content analysis are developed for a specific study and they have to be pilot tested

to achieve the reliability. Before employing the table, the researcher had

conducted a pilot study. The results of the pilot study revealed that the table was

able to assist the researcher in achieving the research goal. In other words, the

table used within this research had been tested and the result revealed that it was

appropriate to be employed as it measured what it was supposed to measure.

Hence, it explains how the internal validity within this research was achieved.

The terms external validity according to Ary, Jacobs, Sorensen and

Razavieh (2010: 292) refers to “the extent to which the findings of a study can be

generalized”. They further mentions that the generalizations from the studied data

to the unstudied data can be conducted by using sample in which it should

represent the larger population. As mentioned in the previous section, the data


55

sources of this research were taken from English educational research reports.

Some limitations were made on the topic (attitude and five related learning factors

namely motivation, perception, belief, learning style and learning strategy), year

of publication (2007 to 2016) and origin of the research reports (conducted in

ECC, OCC and ICC). Therefore, due to the limited time constrain and source, the

researcher had employed stratified random sampling in finding the research

reports. Through the implementation of the sampling technique, it is expected that

the collected research reports will represent other unobserved research reports so

that the results of this research can be generalized.

In short, internal validity deals with how well this research was conducted

so that the results can be more accurate. It was done through discussion among

three coders in determining the coding system. Besides, the table used in this

research was also piloted. Meanwhile external validity concerns on how the

results of this research can be generalized to other unexplored research reports. It

was done by using stratified random sampling. As this research has achieved both

internal and external validity, the results of this research can be defined as a

genuine research. It means that it reveals the real condition of the studied research

reports. Therefore, it can be used for decision making as it represents current

development of research on attitude and related learning factors in English

education.


56

CHAPTER IV

ANALYSIS RESULTS AND DISCUSSION

This chapter aims to present the answer of the research question which is

divided into two sections, namely analysis results and discussion. The first section

presents the results of the quantitative analysis thoroughly in the form of chart and

table which are followed by explanation. The second section presents the results

of qualitative analysis based on the theories.

A. ANALYSIS RESULTS

Before presenting the analysis results, the researcher wanted to firstly

mention the results of collecting the research reports as the data source of this

research. The research reports were collected from open sources by using

keywords. There are 100 research reports examined in this research. Using

stratified random sampling, those research reports were taken from TEFLIN

Proceedings 2014, TEFLIN Proceedings 2015, TEFLIN Proceedings 2016, RELC

Journal, TEFLIN Journal, English Education Journal, Indonesian Journal of

Applied Linguistics, Jurnal Bahasa & Sastra, Jurnal Dinamika Ilmu, Indonesian

Journal of English Education (IJEE), International Journal of English and

Education (IJEE), Jurnal Linguistika, Journal of Advances in Linguistics, English

Language Teaching (ELT) Journal, GALA Journal, Language Teaching Research

Journal, Journal of International Students and Australian Journal of Teacher

Education.


57

To discover the trends of English educational research on attitude and five


learning strategy which have been conducted in 2007 to 2016, the following

section presents the results of quantitative analysis. The results are based on the

contents of the studied research reports. The contents cover investigated topic,

concept clarification of the topic, related topic, origin, participant, research goal,

research design and method, data gathering instrument, data analysis technique,

sampling technique, validation technique and research result. To understand the

analysis better, the results are presented in the form of charts and tables and

followed by explanation.

1. Investigated Topic

The investigated topic found within the 100 research reports are presented

in the following figure. Several researches were found to examine more than one

topic. This explains why the total number of investigated topic is 115, meanwhile

the number of the studied research reports is 100. It points out that the topics are

related to one another. This notion is derived from the literature review presented

in Chapter II. Hence, these findings enhance and support the theories of attitude in

which it relates to other concepts such as those presented in Figure 4.2.


58

Figure 4.1: Investigated Topics

Figure 4.1 illustrates the various topics of attitude and five related learning

factors in English education which have been investigated in 2007 to 2016. So far,

research on these areas have investigated eleven topics as presented in the figure

above. However, several topics namely motivation, perception and attitude

receive higher attention rather than others. Motivation was found in 26 researches

or 22.6% in which it appears as the most studied topic among 100 research

reports. It is followed by perception which was investigated in 25 researches or

21.7%. Attitude emerges in the third place as it had been examined in 23

researches or 20%. Belief, learning strategy and learning style are other learning

factors (related to attitude) which become the researchers’ interest in the field of

English education. There are 14 researches or 12.2% analyzing about belief.

20%

12.2%

22.6%

21.7%

6.1%

10.4%

0.9%

2.6%

1.7%

0.9%

0.9%

Attitude

Belief

Motivation

Perception

Learning Style

Learning Strategy

Confidence

Preference

Creativity

Honesty

Tolerance


59

Slightly different, learning strategy was found in 12 researches or 10.4%,

followed by learning style which was investigated in seven researches or 6.1%.

Other five issues which were found within the studied research reports are

considered as part of attitude, particularly confidence, creativity, honesty and

tolerance which belong to 18 character values of attitude in Competence-based

Learning. Although the number or research investigating those topics is still very

limited, however, it shows that research in attitude and other related learning

factors has developed. In a sequence, preference was found in three researches or

2.6%, creativity was found in two researches or 1.7%, meanwhile confidence,

honesty and tolerance, each of them was found in merely one research or 0.9%.

2. Concept Clarification of Attitude and Related Learning Factors

Literature or theoretical review is considered as a significant component in

a research. Providing a clear concept clarification on the subject being analyzed

will be beneficial for both the researcher and the readers. They will understand

what the subject is about. Therefore, misunderstanding can be avoided and better

understanding can be achieved.

Regarding to this research, as presented in Figure 4.1, there are 11 topics

found. To get deeper understanding on those topics, the concept clarifications

stated in the research reports are listed into the following table.


60

Table 4.1 Concept Clarification of Attitude and Related Learning Factors in

English Education

Code Concept Clarification Total Percentage

(%)

CC01

Attitude is individual’s positive and negative cognitive

(belief, perception, thought, idea, opinion), affective

(feeling, emotion) and behavior (certain way of act,

response) towards something.

19 29.2

CC02 Attitude reflects individual’s spiritual (religious,

confident, etc) and social (tolerance, etc) character. 1 1.5

CC03 Motivation is an effort, willingness, desire to take

action in order to achieve a certain goal. 14 21.5

CC04 Motivation is a psychological construct determining the

success of language learning. 1 1.5

CC05 Motivation is effective strategy that could help learners

to develop their skills. 1 1.5

CC06 Belief is individual perception, opinion, thought, view,

idea, towards something. 8 12.3

CC07 Belief is linked to strategies that ones believe will work

in their teaching and learning. 1 1.5

CC08 Perception is individual’s belief, attitude, view and way

to act or perceive something. 6 9.2

CC09 Learning strategy is plan, step, technique, way, method

that is used to ease the learning process. 6 9.2

CC10 Learning style is individual’s preference, tendency,

specific way in language learning. 7 10.8

CC11 Tolerance is a kind personality to absorb the values of

different people (acceptance of others’ differences). 1 1.5

Total 65 100%

Table 4.1 presents the concept clarification of attitude and some related

learning factors found within the studied research reports. Unfortunately, 35 out

of 100 research reports did not provide the concept clarification of the topic being

analyzed. From the table it can be seen that there are 11 categories of concept

clarification. These categories were derived from seven topics namely attitude,

motivation, belief, perception, learning strategy, learning style, and tolerance. In

determining the categories, the researcher had made some generalizations as some

of them highlighted the similar concept.


61

In terms of attitude, there are two different meanings found from the

studied research reports. CC01 is the meaning of attitude in narrow meaning,

meanwhile CC02 is the broad meaning of attitude (see Chapter II). As seen from

the table above, between the two meanings, CC01 dominates the findings. It was

found in 19 researches or 29.2% of occurrence. Meanwhile CC02 was found in

one research only. These findings indicate that there is a tendency for English

educational researchers to conduct research on attitude in narrow meaning rather

than broad meaning.

Concept clarification on motivation have been generalized into three

different classifications. CC03 seems to receive the largest result as it was found

in 14 researches or 21.5% of occurrence. The two other meanings, CC04 and

CC05, receive the same result with only 1.5% of occurrence. These findings

disclose that English educational researchers on motivation have similar view on

what is meant by motivation.

Two different meanings of belief were found within the studied research

reports. Yet again, the researchers who conducted research on belief showed

similar view about what is meant by belief in the context of English language

teaching and learning. CC06 dominates between two meanings of belief as it was

found within eight researches or 12.3% of occurrence.

As seen in the table, there is only one classification of meaning of

perception, learning strategy, learning style, creativity and tolerance. It can be

inferred that the researchers have similar understanding on the meaning of those

topics in the context of English language teaching and learning. CC10 was found


62

as the meaning of learning style in seven researches or 10.8% of occurrence.

Meanwhile CC08 about perception and CC09 about learning strategy receive the

same result as each of them was found in six researches or 9.8% of occurrence.

However, among 100 research reports, there is only one research which analyzed

about tolerance. Therefore, the occurrence of the meaning of tolerance is only

1.5%.

3. Related Topic

Figure 4.2: Related Topics

Figure 4.2 shows 11 topics in accordance with the investigated topics

presented in the previous Figure 4.1. Among 100 research reports studied, 70 of

them were found investigating more than one topic. Hence, it can be stated that

those researchers had tried to find the relation between attitude-related learning

30%

11.5%

8.6%

11.4%

8.6%

5.7%

2.9%

5.7%

7.1%

1.4%

5.7%

Learning-Teaching Method

Speaking

Writing

Reading

Listening

Vocabulary

Pronunciation

Grammar

Assessment

Anxiety

Test


63

factors and these 11 topics. As presented in the figure, the majority of the research

(21 researches or 30%) had analyzed about attitude and related learning factors

along with learning-teaching method. As seen in the figure, other related topics

receive low results. It can be articulated that learning-teaching method is the most

common topic to conduct research on (in relation to attitude and related learning

factors).

Other topics commonly found within the studied research reports are

English language skills and knowledge. Out of the four language skills, speaking

was found as the most common topic related to attitude and related learning

factors as it was investigated in nine researches or 12.9%. Reading is following

with only 1.5% difference as it was found in eight researches or 11.4%. Both

writing and listening receive the same result as each of them was found in six

researches or 8.6%.

In terms of English knowledge, vocabulary and grammar receive the same

result with 5.7% of occurrence as each of them was found in four researches.

Among three English knowledge found within the studied research reports,

pronunciation receives the smallest result with 2.9% of occurrence. It was found

in two researches only. Moreover, some researchers had tried to relate some topics

such as assessment, anxiety and test within the investigation of attitude and

related learning factors. There are five or 7.1%, out of 70 researches, which

analyzed about assessment. Meanwhile test was found in four researches or 5.7%

and anxiety was solely found in one research or 1.4%.


64

4. Origin

It has been mentioned in the previous chapters that this study focuses on

research reports which were conducted in Indonesia, however, for a kind of

comparison purpose, several researches from other areas were also taken. Based

on the theory of classification area of English (see Chapter II), there are three

divisions. Those are Inner-Circle countries (ICC), Outer-Circle countries (OCC),

and Expanding-Circle countries (ECC) in which the majority of countries in Asia,

including Indonesia, belong to this division. Therefore, in collecting the research

reports, the researcher had used those three classifications. The distribution of the

research reports is presented in the following figure.

Figure 4.3: Origin of the Research Reports

Figure 4.3 presents the area of which the studied researches were

conducted. Through the figure it can be seen that the majority of the research on

attitude and related learning factors in English education were conducted in

80%

10%5% 5%

Indonesia ECC OCC ICC


65

Indonesia. Among 100 research reports, 80 of them were conducted in this

country. Meanwhile, 10% of the research were conducted in the area of

Expanding-Circle Countries (ECC). Using stratified random sampling, the ten

researches of ECC were found from Greece, Lebanon, Russia, Japan, Vietnam,

Saudi Arabia, Turkey and Iran. Among these eight countries, three researches

were conducted in Iran. Indeed, this division is dominated by Asian countries (as

explained in Chapter II). Furthermore, each of Outer-Circle Countries (OCC) and

Inner-Circle Countries (ICC) only contribute five researches due to the limited

research on attitude and related learning factors namely motivation, perception,

belief, learning style and learning strategy in English education conducted in these

areas. In OCC area, four researches were conducted in Malaysia and one research

was conducted in India. In ICC area, three researches were conducted in Australia,

meanwhile two others were conducted in USA and Canada.

5. Participant

To get an illustration on the current development of English education,

indeed, providing more relevant information is required. One possible way to

achieve such goal is through conducting research which involves participants (i.e.

teachers, lecturers, students from various levels of education) as many as possible.

In terms of participant, nine categories were found within the studied research

reports. It should be noted that several researches have more than one type of

participant. The findings are presented in the following figure.


66

Figure 4.4: Participants

Figure 4.4 shows the types of participant found within the studied research

reports. As seen in the figure, English educational research on attitude and related

learning factors had involved various types of participant. Those researches have

been conducted on both teacher or lecturer and student from various level of

education. There are nine types of participant found from the studied research

reports. However, among the types of participants presented in Figure 4.4,

university student appears as the most common type of participant. Meanwhile,

other categories receive less than 20% of occurrence. Through the huge difference

it can be stated that there is a tendency of English educational researchers to

choose university student as the research subject instead of other types of

participant. English teacher which appear in 20 research reports or 18% of

occurrence and high school student which is found in 16 research reports or

14.4% of occurrence, are the next types of participant which become the

6.3%

14.4%

3.6%

46.8%

1.8%

18%

0.9%

4.5%

3.6%

Elementary School Student

High school Student

Vocational School Student

University Student

English Course Student

English Teacher

Native English Teacher

Pre-service Teacher

Lecturer


67

researchers’ preference. Furthermore, pre-service teacher, vocational high school

student, lecturer, English course student and native English teacher are five other

types participant which receive a low percentage of appearance and there is a

small difference in terms of result.

6. Research Goal

Goal is a crucial and inseparable component in conducting research.

Through research goal, readers will know what a research tries to achieve.

Furthermore, it somehow determines what kind of data the researcher should

obtain. Indeed, data types also determines what kind of instrument to use. In short,

providing clear goal in a research is necessary as it defines other research

attributes such as those mentioned.

Regarding to this research, considering the various investigated topics

presented in Figure 4.1 and related topics in Figure 4.2, indeed, the research goals

found from the 100 research reports also varied. Moreover, some of them were

found to have more than one research goal. However, it was also found that

several researches highlighted similar goals. Therefore, to make it easy to

understand, the researcher made some generalizations. The generalizations

resulted in several classifications of research goals which are presented in the

following table.


68

Table 4.2: Research Goals

Code Research Problem/Goal Total Percentage

(%)

RG01

To find out the students’ attitude towards English

teaching and learning (motivation to learn English,

learning process, material, teacher, students, method,

assessment, test)

20 17.5

RG02 To find out the validity and reliability of attitude

assessment 1 0.9

RG03 To find out the implementation of teaching method in

improving students’ motivation to learn English 9 7.9

RG04 To know the participants’ motivation in learning English 9 7.9

RG05 To know the correlation among attitude, motivation and

English achievement 8 7.0

RG06

To know the participants’ belief towards English teaching

and learning (learning process, material, teacher, method,

assessment, test)

12 10.5

RG07 To find out the correlation among belief and learning

strategy, and classroom practices 3 2.6

RG08

To find out the participants’ perception towards English

teaching and learning (learning process, material, teacher,

task, method, assessment, test)

25 21.9

RG09 To find out students’ learning style in learning English 6 5.3

RG10 To know the correlation between learning style and

students’ English achievement 1 0.9

RG11 To find out the students’ strategy in learning English 12 10.5

RG12 To find out the use of teaching method to improve

students’ confidence in learning English 1 0.9

RG13 To find out students’ preferences in learning English

(language use and assessment) 2 1.8

RG14 To improve participants’ creativity in English teaching

and learning 2 1.8

RG15 To find out students’ tolerance in the context of English

teaching and learning 1 0.9

RG16 To find out students’ honesty in the context of English

teaching and learning 1 0.9

Total 114 100

The researcher had classified the research goals found from the studied

research reports into 16 categories which were derived from 11 investigated

topics. Three goals for conducting research on attitude are stated in RG01, RG02

and RG05. The majority of conducting research on attitude was to find out the


69

participants’ attitude towards English teaching-learning and its components as

stated in RG01. It has 17.5% of occurrence.

The goals of research on motivation were also classified into three

classifications namely RG03, RG04 and RG05. However, the results demonstrate

that there is a small difference in terms of occurrence. Both RG03 and RG04

receive the same result with 7.9% of occurrence. Meanwhile RG05, as seen in the

table, receives 7% of occurrence.

The third topic is belief. There are two classifications of research goal for

this topic namely RG06 and RG07. Between these two goals, there is a large

difference of occurrence. RG06 was found as the most common goal within the

studied research reports on belief with 10.5% of occurrence. Meanwhile the

occurrence of RG07 is only 2.6%. Hence, the majority of English educational

research on belief tend to find out participants’ belief towards English teaching

and learning including its component as stated in RG06.

The fourth topic is perception. The goals of research on this topic could be

categorized into one category which is RG08. All of the studied research reports

on perception have similar goal which is to find out participants’ perception

towards English teaching-learning including its components. This research goal

has 21.9% of occurrence.

The fifth topic is learning style. Research goals on this topic were

categorized into two categorizations which are RG09 and RG10. Six among seven

researches on this topic have similar goal which is RG09. It receives 5.3% of

occurrence. Indeed, RG10 was found in one research only or 0.9% of occurrence.


70

In short, most of them tended to find out students’ learning style in learning

English.

Sixth topic is learning strategy which has three classifications of goal

namely RG07, RG08, and RG11. RG11 dominates the result of occurrence among

the three goals. It has 10.5% of occurrence. Indeed, these results indicate that

there is a tendency of English educational researchers who conducted research on

learning strategy. They tended to conduct similar research that is to find out

students’ strategy in learning English.

In addition, considering the small number of research on several topics,

such as confidence, preference, creativity, tolerance, and honesty, the goal does

not vary. The goal can be generalized into one classification of each topic. As

seen in Table 4.2, the occurrence of research goal on these topics is very low. The

results are 1.8% for each of RG13 and RG14, meanwhile all of RG12, RG15 and

RG16 have the same result with 0.9% of occurrence.

7. Research Design and Method

The discussion on research method has led the researcher to also analyze

about the data gathering instrument, data analysis technique, sampling technique

and validation technique as they are parts of research methodology that often

appear within a research report. The use of certain method usually demands the

researchers to determine what kind of instrument they should apply in order to

achieve the research goal. Indeed, several researchers preferred to use certain

sampling and validation techniques as well. In relation to this current research, it


71

is revealed that the studied research reports employed various types of research

method which are presented in Figure 4.5.

Figure 4.5: Research Design and Methods

Basically, research can be categorized into quantitative and qualitative in

nature. Each of these two general methods consists of several types of research

design. However, combining the two methods has become more common as it

enables the researchers to achieve richer findings. This kind of method is termed

as mixed method.

Regarding to this study, as seen in the Figure 4.5, the studied research

reports had applied various types of research design and method. There are 12

types found. However, several types of research design and method had become

9.7%

1.9%

7.8%

6.8%

14.6%

15.5%

1.9%

6.8%

1.9%

17.5%

6.8%

8.7%

Experimental

Ex-Post Facto

Survey

Correlation

Descriptive Qualitative

Case Study

Grounded Theory

Action Research

Ethnography

Quantitative

Qualitative

Mixed


72

English educational researchers’ preference in conducting research on attitude and

related learning factors. Among 12 types, quantitative method has the highest

result with 17.5% as it was found in 18 research reports. It is followed by case

study with 15.5% (applied in 16 researches) and descriptive qualitative with

14.6% (used in 15 researches). Other types of research design and method which

receive similar results are experimental (9.7% or 10 researches), mixed method

(8.7% or 9 researches), survey (7.8% or 8 researches) and the three of correlation,

action research, and qualitative which get the same result (6.8% or 7 researches).

Other types of research design and method which were used within the studied

research reports are ex-post facto, grounded theory and also ethnography. The

three of them also receive the same result as each of them was applied solely in

two researches or 1.5% of occurrence. These results indicate that research on

these topics are diverse that English educational researchers can utilize any

methods within their research.

8. Data Gathering Instrument

Data gathering instrument within a research has played an important role

as it is used to collect the data. Quantitative and qualitative method usually have

different instruments to collect the data. In conducting research, it is common to

use more than one instrument in order to get richer data. Considering that the

studied research reports employed various types of research design and method,

the type of data gathering instrument varies as well. The findings are presented in

the following figure.


73

Figure 4.6: Data Gathering Instruments

Figure 4.6 illustrates the use of data gathering instrument within the 100

research reports. In conducting research, it is common to use more than one type

of data gathering instrument in order to obtain more reliable and valid data. From

the figure above, there are seven types of instrument found from the studied

research reports. Nonetheless, the majority of the research reports utilized

questionnaire as the data gathering instrument. There are 67 researches or 37.9%

which used this instrument to obtain the data of their research. As much as 27.1%

or 48 researches are found to use interview. Different from questionnaire which is

known to be used in quantitative research, interview is commonly used within

qualitative research. With a small difference of result, observation with 14.7% of

occurrence and test with 12.4% of occurrence emerge as the next instrument

37.9%

27.1%

14.7%

12.4%

5.1%

1.7%

1.1%

Questionnaire

Interview

Observation

Test

Document

Survey

Discussion


74

chosen by researchers to obtain data for research on attitude and related learning

factors. Meanwhile document, survey and discussion were employed as well, even

though only in a small number of occurrence.

9. Data Analysis Technique

In terms of data analysis technique, quantitative and qualitative are two

common types of analysis researchers usually employ. But, some researchers were

found to combine both quantitative and qualitative which is termed as mixed

analysis. Furthermore, the use of quantitative analysis leads to the implementation

of statistical techniques such as descriptive statistics, ANOVA, regression,

correlation and so on. The results of data analysis techniques used in the studied

research reports are presented in the following figure.

Figure 4.7: Data Analysis Techniques

33.6%

3.5%

2.7%

2.7%

0.9%

0.9%

0.9%

6.2%

1.8%

1.8%

0.9%

31.9%

12.4%

Descriptive Statistics

ANOVA

Tukey

Cronbach's Alpha

Regression

T-Test

Rasch

Correlation

Mann-Whitney

Factor Analysis

U-Test

Qualitative

Mixed


75

The results presented in the figure above demonstrate that quantitative

analysis is the most frequently used technique with 55.9% of occurrence in total.

To be more specific, descriptive quantitative was found in 38 researches or 33.6%

of occurrence, while inferential quantitative was employed in 25 researches or

22.3% of occurrence. Among ten statistical techniques used in the studied

research reports, correlation was found as the most common one as it has 6.2% of

occurrence. ANOVA is in the second place with 3.5% of occurrence. Both Tukey

and Cronbach’s Alpha have the same result with 2.7% of occurrence. Mann-

Whitney and Factor Analysis are following with 1.8% of occurrence. Meanwhile

the rest statistical techniques have only 0.9% of occurrence.

As much as 31.9% or 36 researches were found to apply qualitative

analysis. Mixed analysis is also common within the studied research reports as it

has 12.4% of occurrence. It can be inferred that English educational research on

attitude and related learning factors are flexible as they can be conducted in both

quantitative and qualitative and even mixed technique.

10. Sampling Technique

Considering the large number of participant and some limitations in

conducting research, sampling technique is commonly used in a research. The use

of sampling technique is expected to represent the whole population. Thus,

researchers are able to examine smaller scale of data which is considered to have

represented the whole research subjects. In general, there are two broad types of

sampling technique. Those are probability and non-probability samplings. Each of

them has several types of sampling techniques.


76

In regard to this research, there are only 34 out of 100 research reports

which used sampling technique. These 34 research reports have yielded six

sampling techniques from both probability and non-probability types. The

findings are presented through Figure 4.8.

Figure 4.8: Sampling Techniques

Figure 4.8 reveals that random sampling and purposive sampling are the

most frequently used sampling technique within the studied research reports as

they receive high percentage of occurrence. Random sampling was employed in

12 researches or 35.3% of occurrence. Meanwhile purposive sampling was used

in 11 researches or 32.4% of occurrence. Cluster sampling is the next sampling

technique which becomes the researchers’ preference as it was used in four

35.3%

8.8%

11.8%

32.4%

8.8%

2.9%

Random Stratified Cluster Purposive Convenience Quota


77

researches. As presented in the figure, both stratified and convenience sampling

techniques receive the same result of occurrence with 8.8%. Thus, there is only a

slight difference with cluster sampling. Another sampling technique found within

the studied research reports is quota sampling which was used in one research or

2.9% of occurrence.

11. Validation Technique

Validation is considered as an important part of a research as it determines

whether or not the research is acceptable. Furthermore, providing valid and

reliable instruments can enhance the research results. Unfortunately, only 33 out

of 100 research reports which applied validation. The types of validation

technique found from the data are presented in the following figure.

Figure 4.9: Validation Techniques

42.4% 42.4%

9.1%

3% 3%

Validity Reliability Trustworthiness Credibility Triangulation


78

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,


assessment, test

18 15.5

RS02

Participants have negative attitude towards English

teaching and learning (learning (motivation to learn,


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


79

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


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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


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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


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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


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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


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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.


85

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


86

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


87

qualitative method, interview was the most common instrument used within the

studied research reports. It was utilized to obtain data for qualitative research

since it was able to provide richer and deeper information.

Still, the interpretation on methodology also leads to the discussion of

data analysis technique. Due to the fact that the researchers among the 100

research reports preferred employing quantitative method, statistical technique,

particularly descriptive statistic (33.6%) emerged as the most common analysis

technique used within the studied research reports. This finding indicated that

inferential statistics were not yet common to analyze data for research on these

topics. Descriptive statistics is known as the basic analysis technique commonly

used in quantitative research. However, the findings on this category also revealed

that qualitative analysis was found as the second preference among the researchers

within the studied research reports. Therefore, these findings were in line with the

results on research design and method.

Other components involved in the discussion of methodology are sampling

technique and validation technique. In terms of sampling technique, the findings

showed that random sampling (35.3%) and purposive sampling (32.4%) were two

techniques frequently employed within the studied research reports. These

findings indicated that both probability and non-probability sampling techniques

had been common for English educational researchers that they used them in

almost equal number. Meanwhile, in terms of validation technique, both reliability

(42.4%) and validity (42.4%) were found to be the top two validation techniques

used in the studied research reports. These two types of validation technique are


88

known to be used in quantitative research. Therefore, these findings were in line

with quantitative method which was found as the most dominant method used

within the studied research reports. However, the number of the studied research

reports implementing sampling technique and validation technique are limited. It

could be inferred that these two components were not widely used in English

educational research, especially those which dealing with attitude and related

learning factors namely motivation, perception, belief, learning style and learning

strategy. As mentioned by Gul and Sozbilir (2016) this kind of phenomenon

might be connected with lack of researchers’ knowledge and skills on the basis of

conducting research.

The findings of research results from the studied research reports revealed

that most of the participants hold positive perception, attitude and belief towards

English language teaching and learning. Other results which received low number

of occurrence indicated that such results were specific and confirmed that not

every research on these topics yielded the same discovery. In short, it can be

inferred that English, which is viewed as a foreign language and second language

in the area where the majority of the researches had been conducted, was

respected by the participants in educational context. As the use of English was

widespread and in general, the participants showed interest and respect towards

English language teaching and learning.


89

2. The Relation between The Trends of Research on Attitude and Related

Learning Factors and Competence-based Learning

This part discloses the relation between the trends of research on attitude

and five related learning factors and Competence-based Learning, particularly

concerning the concept of attitude as practiced in 2013 Curriculum. Competence-

based Learning has been implemented in Indonesia since the year of 2000 (The

Decree of National Ministry of Education No. 232/U/2000). Therefore, it is

necessary to relate the trends of research which were conducted in 2007 to 2016

and Competence-based Learning as the current approach in education field.

Richards and Rodgers (2001) assert that the concern of Competence-based

Learning is on the three competences namely attitude, skills and knowledge.

However, among the tree competences, this research focuses only on attitude. The

concept of attitude in this approach can be seen from 2013 Curriculum. This

curriculum differentiates attitude into spiritual and social which covers 18

character values such as religious, honest, tolerant and so on (Ministry of

Education and Culture in Pengembangan Pendidikan Budaya dan Karakter

Bangsa, 2010).

As discussed in the previous part, the trends of research on attitude and

related learning factors consist of 12 categories. Nonetheless, to disclose the

relation between the research trends and the Competence-based Learning,

particularly concerning the concept of attitude, the researcher did not use all the

12 categories. Considering that the discussion dealt with a concept, therefore, only


90

three out of 12 categories were used. The three categories are investigated topic,

concept clarification and related topic.

In terms of investigated topic, the trends revealed that motivation (22.6%),

perception (21.7%) and attitude (20%) are the most studied topics in English

educational research which were conducted in 2007 to 2016. For concept

clarification, the majority of research on motivation tended to define motivation as

an effort, willingness, desire to take action in order to achieve a certain goal.

Perception in the studied research reports was mostly described as individual’s

belief, attitude, view and ay to act or perceive something. Meanwhile the trend of

attitude was described as individual’s positive and negative cognitive, affective

and behavior towards something. In terms of related topic, teaching method

(30%), English skills (speaking 12.9%, reading 11.4%, writing 8.6% and listening

8.6%) and English knowledge (vocabulary 5.7%, grammar 5.7% and

pronunciation 2.9%) appeared as the most frequently studied topics along with

attitude and related learning factors.

These trends indicated that English educational research on attitude and

related learning factors which were conducted in 2007 to 2016 had not explore

many topics of attitude as practiced in 2013 Curriculum. Based on the findings,

only a small number of research had explored about confidence (0.9%), creativity

(1.7%), honesty (0.9%) and tolerance (0.9%) which belong to 18 character values

of attitude in 2013 Curriculum. Almost all of the investigated attitudes were

dealing with attitude in narrow meaning. However, the concept of attitude in


91

Competence-based Learning in this research is termed as attitude in broad

meaning.

Despite the findings that the studied research reports had not investigated

many topics of attitude in 2013 Curriculum, they had associated English skills

(speaking, writing, reading and listening) and knowledge (vocabulary, grammar

and pronunciation) in the investigation of attitude and related learning factors. It

could be articulated that they were in line with the principal of Competence-based

Learning in which it views attitude as an integrated competence along with skills

and knowledge. Therefore, they had yielded the principle of Competence-based

Learning.

In short, through this discussion it could be articulated that English

educational researchers within the studied research reports might not be familiar

with the concept of attitude in Competence-based Learning. Therefore, it resulted

in such trends where most of them tended to investigate attitude in its narrow

meaning and several related learning factors instead of exploring about attitude in

its broad meaning. Whereas the implementation of Competence-based Learning in

Indonesia, which can be seen through 2013 Curriculum, highlights the concept of

attitude a competence which covers 18 character values (Ministry of Education

and Culture in Pengembangan Pendidikan Budaya dan Karakter Bangsa, 2010).


92

CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

This chapter consists of three sections. The first is conclusions which

present several significant points of the research results. The second is

implications which reveal the impacts of the research results. The last is

suggestions for several parties about the follow-up actions of this research.

A. CONCLUSIONS

This research was attempted to discover the trends of research on attitude

and related learning factors namely motivation, perception, belief, learning style

and learning strategy in English education. A hundred research reports which are

in the form of thesis, journal article, and research paper dealing with attitude and

related learning factors were taken as the data sources. Moreover, content analysis

was used as the research method to achieve the research goal. The research reports

were published in 2007 to 2016. Most of them were conducted in Indonesia. From

the analysis results presented in the previous chapter, the researcher can draw

some conclusions.

First, the unbalanced results on the investigated topic indicated that there

was a tendency for English educational researchers to conduct research on three

topics namely motivation, perception, and attitude. On the other hand, the concept

of attitude in Competence-based Learning which involves 18 character values of

both spiritual and social attitudes seemed to receive little attention. Most of them


93

shared similar concept of the investigated issues. Research on these topics were

commonly associated with teaching method and English skills and knowledge.

These findings are in line with the principle of Competence-based Learning where

it views attitude as an integrated competence along with skills and knowledge.

In terms of participants, the role and development of attitude and five

related learning factors could not be well represented as the researchers tended to

use adult learners as their research subject. Research on these topics were mostly

intended to find out participants’ motivation, perception, attitude, belief, learning

style and learning strategy towards English language teaching and learning.

In terms of methodology, the results were almost equal for both

quantitative and qualitative methods. However, quantitative method received

higher percentage in terms of occurrence. Indeed, questionnaire was found as the

most frequently used instrument to obtain the data and followed by interview.

Moreover, descriptive statistics and qualitative analysis were found as the most

dominant analysis techniques. These results indicate that research on attitude and

related learning factors can be conducted both quantitatively and qualitatively.

Unfortunately, the use of both sampling and validation techniques is still in a

limited number. Therefore, it can be interpreted that English educational

researchers within the studied research reports are still less aware about the

importance of these two components in conducting research.

In terms of results, the findings revealed that most of the participant hold

positive perception, attitude and belief towards English language teaching and


94

learning. It can be articulated that participants in ICC, OCC and ECC, particularly

in Indonesia showed interest and respect towards English teaching and learning.

Second, the results of qualitative analysis indicate that English educational

research on attitude and related learning factors which were conducted in 2007 to

2016 had not explore many topics of attitude as practiced in 2013 Curriculum.

However, they had yielded the principle of Competence-based Learning where

attitude is viewed as an integrated competence along with skills and knowledge. It

can be seen from the involvement of English skills (speaking, writing, reading and

listening) and knowledge (vocabulary, grammar and pronunciation) in the

investigation of attitude and related learning factors.

Indeed, these conclusions have a weakness point due to the main

instrument of this research, that is the researcher herself. Therefore, she applied

keywords and a table to minimize the subjectivity of the research results. Whereas

the strength of this research laid on the qualitative analysis. The previous studies

on research trends did not apply qualitative analysis in examining the research

reports. Therefore, the results remain on the surface as they simply present the

occurrences of the research contents without investigating deeper about the

relation of those research trends with the current approach or curriculum.

In a nutshell, this research provides information on current trends of

English educational research on attitude and related learning factors and their

relation with Competence-based Learning. Through the results of this research, an

adjustment can be made in order to improve the quality of English education,

particularly regarding to attitude in Competence-based Learning.


95

B. IMPLICATIONS

The results of this research have both scientific and practical implications.

First, the scientific implication reveals that attitude in English education is

commonly integrated with other learning factors such as motivation, belief,

perception, learning style and learning strategy. These concepts are related to

other components in English language learning such as English skills, knowledge,

teaching methods, and even assessment as well. In a nutshell, the findings of this

research provide evidence on the theories of attitude and five related learning

factors. Regarding to the different concept of attitude, which can be termed as

narrow and broad meanings, it is necessary to provide clear explanation on such

concept to avoid misunderstanding. Furthermore, considering the trends of

research on attitude in which most of them were dealing with attitude in narrow

meaning, it can be inferred that English educational researchers within the studied

research reports had not been familiar with the concept of attitude in Competence-

based Learning.

Second, the practical implications are addressed to the practitioners in

English education (i.e. educators, students, university managers and policy

makers) to be more aware that there have been many research investigating about

attitude and other related learning factors. They can use the results of these

investigations to reflect on their own attitude and later to improve their attitude

towards English language learning. Furthermore, they can utilize the results of

these investigations for decision making whether or not they should make an

adjustment or improvement within their situation in English educational context.


96

C. SUGGESTIONS

This research may have some weaknesses due to the limitations.

Therefore, the researcher wants to provide some suggestions for several parties

regarding the results of this research.

First, for both educators and students, it is highly suggested to pay more

attention to their attitude towards English language teaching and learning. It aims

to improve the quality of English education and to achieve the goal of national

education. This is because the implementation of Competence-based Learning

through 2013 Curriculum concerns on the three competences, in which one of

them is attitude. Moreover, it demands the students to possess both spiritual and

social attitude at the end of learning.

Second, for future researchers who have the same interest to conduct

research on attitude in English education, they can analyze other unexplored

topics related to attitude in its broad meaning so that it will be more relevant with

the concept of attitude in Competence-based Learning. It aims to provide more

sufficient information on the development and implementation of Competence-

based Learning in English education which can be seen through 2013 Curriculum.

They also can examine other research reports which were published in different

years and originated from different area.

Third, for university managers and policy makers of English education,

they should monitor the researchers who conduct research on attitude in English

education so that future research on this topic will expose more about attitude in

Competence-based Learning. Therefore, more sufficient information on the


97

current situation of English education, particularly regarding to attitude in

Competence-based learning as practiced in 2013, can be depicted for

improvement purpose.


98

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APPENDICES

Appendix 1: Data Sources

No. Entry Code Full Identity

1 01IND2014BeRe

ad

Kusumawardhani, I. & Suhendra, E. (2014). Teachers’

belief in teaching reading towards national

examination challenge in Indonesia. The 61st


2 02IND2014Perc

Alfaruqy, D. (2014). EFL teachers’ perception on designing

and evaluating language materials: A case study. The

61st International TEFLIN Conference (pp. 241-245).

3 03IND2014Perc

MethSpeak

Susan, I. (2014). The implementation of role play:

Classroom practice and students’ perception. The 61st


4 04IND2014Perc

MethSpeak

Safitri, I. N., Nurkamto, J. & Sumardi. (2014). The

students’ perception of the teachers’s tasks and their

accomplishment in the speaking class. The 61st


5 05IND2014MotM

eth

Agustina, L. (2014). Inserting technology on performing

drama improving students’ motivation on learning

English as a foreign language. The 61st International

TEFLIN Conference (pp. 641-644).

6 06IND2014MotM

ethList

Amumpuni, R. (2014). The effectiveness of graphic

organizer in teaching listening viewed from students’

motivation. The 61st International TEFLIN


7 07IND2014AttM

ethSpeak

Priyatin, T. (2014). Students’ attitudes towards cooperative

learning in enhancing their motivation to speak. The


8 08IND2014BelM

eth

Suratno, A., Muniarti, C. T., & Aydawati, E. N. (2014).

Students’ perceptual beliefs about the information

technology for language learning. The 61st


9 09IND2014Conf

MethPron

Zainnuri, H. (2014). The effectiveness of using Tell Me

More to assist teaching pronunciation of English

viewed from students’ self-confidence. The 61st


10 10IND2014Perc

MethRead

Sudiran. (2014). Students’ perception of the use of search

engine (Ict) as teaching media in reading course. The


11 11IND2014AttM

ethList

Suparjan. (2014). Students’ attitudes to podcast as a

supporting media for enhancing listening skill: A study

of Tanjungpura university students. The 61st


12 12IND2014MotM

ethGram

Komara, U. (2014). Motivating students through edmodo:

A blended learning in grammar class. The 61st


105



13 13IND2014Learn

StyLearnStra

Fauziah & Yugafiati, R. (2014). The impact of learning

style on language learning strategies of L2 learners.

The 61st International TEFLIN Conference(pp. 1050-

1054).

14 14IND2014Perc

Meth

Yulianto, S. W. (2014). Students’ perception on orsa

(orderly rows seating arrangement) The 61st


15 15IND2014PercA

ss

Sumekto, D. R. (2014). Higher education students’

perception abot peer assessment practice. The 61st


16 16IND2014PercA

ss

Trisanti, N. (2014). English teacher’ perspective on

authentic assessment implementation of curriculum

2013. The 61st International TEFLIN Conference (pp.

1172-1175).

17 17IND2014Learn

StraAnx

Limantoro, S. W. (2014). Anxiety on the presentation or

oral examination in learning ESL. The 61st


18 18IND2014AttAs

s

Karolina, V. (2014). A measure of attitude toward peer

assessment realiability and validity. The 61st


19 19IND2014Learn

StraList

Zuhairi, A. & Hidayati, I. (2014). Strategies of learning

listening skill employed by Indonesian learners in

relation with gender and proficiency. The 61st


20 20IND2014Learn

Stra

Kamil, D., Suhaimi, Hartono, R., & Vintoni, A. (2014).

TEFL students’ language learning strategies: A study

at state islamic college of Kerinci, Indonesia. The 61st


21 21IND2014Perc

MethSpeakGram

Kustyasari, D. (2014). Students’ perception of English

teachers’ performance in English language course in

Indonesia. The 61st International TEFLIN Conference

(pp. 1250-1253).

22 22IND2014Perc

Sunggingwati, D. (2014). Pre-service teachers’ perception

on teaching features: A case study at Mulawarman

university. The 61st International TEFLIN Conference

(pp. 1268-1271).

23 23IND2015BelLe

arnStraVoc

Melani, B. Z., Isnaini, M., & Wardhana, L. A. (2015).

Vocabulary learning strategies preferences by EFL

university learners. The 62nd TEFLIN International


24 24IND2015Learn

StyMethVoc

Astri, Z. (2015). The use of total physical response method

for different learning styles in English vocabulary

development. The 62nd TEFLIN International


25 25IND2015Mot

Astuti, S. P. (2015). What motivates Indonesian high school

students to learn English? The 62nd TEFLIN

International Conference (pp. 77-87).

26 26IND2015Pref Sukarni, E. I & Sari, N. P. (2015). Preference of EYL


106


mixed class students’ intercultural competence

assessment tool, textbook exercise or animation video:

What do we learn? The62nd TEFLIN International


27 27IND2015PercA

ss

Lubis, A. A. & Rahmawati, M. (2015). Teachers’ opinions

on the implementation of various attitude assessment

instruments in junior high school in curriculum 2013:

Its practicality. The 62nd TEFLIN International


28 28IND2015Learn

Sty

Nuraeni, A. (2015). Teaching real-life experience in

translation class: The application of multiple

intelligences to facilitate students’ different learning

styles. The 62nd TEFLIN International Conference

(pp. 173-182).

29 29IND2015BelW

ri

Emaliana, I., Khoirunnisa, R., & Tyas, P. A. (2015).

Epistemic beliefs and achievement among EFL

university students. The 62nd TEFLIN International


30 30IND2015PercG

ram

Priyatmojo, A. S. (2015). Perspective toward grammar

teaching: A case study in the English department of

UNNES. The 62nd TEFLIN International Conference

(pp. 386-393).

31 31IND2015BelGr

am

Puspitasari, D. (2015). A teacher’s beliefs in grammar and

her teaching practices: A case study of one

experienced EFL teacher in SMA Negeri 5 Surakarta.

The 62nd TEFLIN International Conference (pp. 447-

453).

32 32IND2015Pref

Fitriana, R., Suhatmady, B., & Setiawan, I. (2015).

Students’ preferences toward corrective feedbacks on

students’ oral production. The 62nd TEFLIN


33 33IND2015BelAs

s

Irawan, D. (2015). Teachers’ assessment beliefs shift in

adopting new curriculum. The 62nd TEFLIN


34 34IND2015BelSp

eak

Amrina, R. & Anggraini, R. N. (2015). Successful English

teacher’s belief and practices in teaching speaking:

Toward the mastery of communication skill. The 62nd

TEFLIN International Conference (pp. 490-498).

35 35IND2015AttWr

i

Adnyani, L. D. S. (2015). Blended learning through

schoology in writing class: Students’ attitude. The

62nd TEFLIN International Conference (pp. 598-604).

36 36IND2015Creat

Sari, N. & Addinna, A. (2015). What makes a student-poet

a poet: Learner’s autonomy, creativity, and self-

identity in the EFL classroom. The 62nd TEFLIN


37 37IND2015Creat

Muhaji, U. (2015). Using multiple intelligenes theory to

facilitate pre-service English teachers’ development of

ideas, creativities in utilizing instructional media. The

62nd TEFLIN International Conference (pp. 861-867).


107


38 38IND2016Mot

Sari, A. P. & Sulistyo, G. H. (2016). Contribution of

motivation, language input, and milieu to second

langauge acquisition in English as a foreign language

context: An exploratory preliminary case study. The

63rd TEFLIN International Conference (pp. 82-86).

39 39IND2016Mot

Fatimah, A. S. & Sulastri, F. (2016). Authentic material:

How do I motivate my students in ESP classroom? The


40 40IND2016BelLi

st

Mandasari, B. (2016). An analysis of teachers’ beliefs

toward authentic materials in teaching listening. The


41 41IND2016Perc

Indriana, D. & Ulfah, R. (2016). Students’ perceptions on

the use of schoologyin presentation calss. The 63rd


42 42IND2016MotS

peak

Rusmawaty, D. & Anggriyani, D. (2016). Activating

students’ motivation inspeaking class through the use

of board game at English department of Mulawarman

university Samarinda. The 63rd TEFLIN International


43 43IND2016Learn

StyReadVoc

Wilany, E. (2016). The effect of cognitive styles and

vocabulary masterry to reading comprehension (An

expost fact research at university of Riau Kepulauan).

The 63rd TEFLIN International Conference (pp. 531-

537).

44 44IND2016Mot

Sulistyaningsih, E. & Sumartono. (2016). The use of

glossing technique to enhace the ESP learners’

motivation in comprehending English text. The 63rd


45 45IND2016Learn

StraVoc

Syatriana, E. (2016). The implementation of jeopardy

strategy of EFL students of STKIP YPUP. The 63rd


46 46IND2016Perc

Wri

Rizkyah, F. (2016). Digital story telling in writing: Practice

and perception toward teaching with technology. The


47 47IND2016Learn

Sty

Hermanto & Nuswantara, K. (2016). Learning styles’

implications to learning and teaching English in its.

The 63rd TEFLIN International Conference (pp. 785-

789).

48 48IND2016Mot

Kaltsum, H. U. (2016). Folkfore to enhance the students’

motivation (innovation in language material

development). The 63rd TEFLIN International


49 49IND2007Mot

Bradford, A. (2007). Motivational orientations in under-

researched FLL context: Findings from Indonesia.

RELC Journal 38(3), PP. 302-323.

50 50IND2009Perc

Marwan, A. (2009). English teachers’ perceptions about

their teaching: Using activity theory to identify

contradictions. TEFLIN Journal 20(2), pp. 159-168.

51 51IND2010Mot Gitawaty, D. (2010). The correlation between the students’


108


learninng motivationand their achievement in English:

A correlational study in the eight class of MTs Al-

Hamidiyah. A Thesis. Syarif Hidayatullah State

Islamic University.

52 52IND2010Perc

Jafar, M. B. (2010). Mainstream teachers’ attitude and

approaches to support children’s biliteracy

development in Australian classroom context. TEFLIN

Journal 21(2), pp. 153-171.

53 53IND2012BelM

otRead

Iftanti, E. (2012). A survey of the English reading habits of

EFL students in Indonesia. TEFLIN Journal 23(2), pp.

149-164.

54 54IND2012AttM

eth

Cahyani, H. & Cahyono, B. Y. (2012). Teachers’ attitudes

and technology use in Indonesian EFL classrooms.

TEFLIN Journal 23(2), pp. 130-148.

55 55IND2012AttM

ot

Jefiza, A. (2012). Students’ motivation and attitudes toward

learning English in an English course in Bandung.

Indonesia University of Education.

56 56IND2013Learn

StraRead

Pratama, A. (2013). Using cooperative learning strategies

to improve reading comprehension of the sevent grade

students at SMP N 1 Borobudur in the academic year

of 2012/2013. A Thesis. Yogyakarta State University.

57 57IND2013MotS

peak

Istianti, N. (2013). The correlation between students’

motivation in learning speaking and their speaking

ability: A correlational study in the second grade of

SMA Darussalam Ciputat. A Thesis. Syarif

Hidayatullah State Islamic University.

58 58IND2013MotS

peak

Kurniawan, S. S. (2013). Improving students motivation in

learning speaking skills using movement games for the

4th grade students at SD 1 Terong in academic year of

2013/2014. A Thesis. Yogyakarta State University.

59 59IND2013AttPe

rcReadWri

Syahabuddin, K. (2013). Student English achievement,

attitude and behavior in bilingual and monolingual

schools in Aceh, Indonesia. A Thesis. State Institude

for Islamic Studies IAIN Ar-Raniry.

60 60IND2013Att

Dharma, M. & Rudianto, C. (2013). Indonesian EFL

students’ attitudes towards various English accents and

their own accents. English Education11(1), pp. 67-81.

61 61IND2013Perc

Khrismawan, B. (2013). Students’ perceptions about

paraphrasing and their cognitive processes in

paraphrasing. TEFLIN Journal 24(2), pp. 135-157.

62 62IND2014Mot

Rosalina, V. (2014). The relationship between students’

motivation and their English learning achievement: A

correlational study at the second grade of the SMAN 3

Tangsel. A Thesis. Syarif Hidayatullah State Islamic

University.

63 63IND2014Learn

StyList

Faridah, D. N. (2014). The relationship between students’

learning style and their achievement in listening skill.

A Thesis. The Syarif Hidayatullah State Islamic

University.


109


64 64IND2014Att

Khoir, M. (2014). The language attitude of students of

English department UIN Sunan Kalijaga toward

English. A Thesis. State Islamic University Sunan

Kalijaga.

65 65IND2014AttM

ot

Nugroho, A. (2014). Motivation in learning English and

Attitudes towards learning English: A survey study. A

Thesis. Sanata Dharma University.

66 66IND2014Mot

Kuswandono, P. (2014). Voices of pre-service English

teachers: Reflecting motivations during practicum

learning. TEFLIN Journal 25(2), pp. 185-202.

67 67IND2014Learn

StraRead

Nurlaelawati, I. & Dzulqolah, S. (2014). Reading aloud

strategies in reading English text. Indonesian Journal

of Applied Linguistics 3(2), pp. 89-99.

68 68IND2014Learn

StyRead

Miqawati, A. H. & Sulistyo, G. H. (2014). The PQRST

strategy, reading comprehension and learning style.

Indonesian Journal of Applied Linguistics 4(1), pp.

123-139.

69 69IND2015Att

Tyas, A. S. P. (2015). Students’ attitudes towards spoken

English competence test (TKBI) at university level. A

Thesis. Sanata Dharma University.

70 70IND2015Mot

Mali, Y. C. G. (2015). Motivation factors in the Indonesian

EFL writing classroom. Bahasa & Sastra 15(1), pp. 1-

11.

71 71IND2015BelLe

arnStra

Hayati, N. (2015). A study of English language learning

beliefs, strategies, and English academic achievement

of the ESP students of STIENAS Samarinda.

Dinamika Ilmu 15(2), pp. 297-323.

72 72IND2015Learn

StraSpeak

Jazadi, I. (2015). An oral discourse perspective on second

language learning. Indonesian Journal of English

Education (IJEE) 2(2), pp. 133-144

73 73IND2015AttM

ot

Susandi, N. K. A. & Khaerun, T. (2015). Attitude toward

teachers, motivation and learning achievement: The

case of Indonesian EFL students. Linguistika 22(42),

pp. 76-93.

74 74IND2016Perc

Wri

Susanti, R. (2016). Students’ perceptions towards the

effective feedback practices in the large EFL writing

class based on students’ English proficiency level.

Journal of Advances in Linguistics 6(3), pp. 1063-

1069.

75 75IND2016AttLis

t

Hanafi. (2016). The effect of discovery learning method

application on increasing students’ listening outcome

and social attitude. Dinamika Ilmu 16(2), pp. 291-306.

76 76IND2016Perc

Meth

Cahyono, B. Y. & Mutiaraningrum, I. (2016). Indonesian

EFL teachers’ familiarity with and opinion on the

internet-based teaching of writing. English Language

Teaching 9(1), pp. 199-208.

77 77IND2016PercP

ron

Moedjito. (2016). The teaching of English pronunciation:

Perceptions of Indonesian school teachers and

university students. English Language Teaching 9(6),


110


pp. 30-41.

78 78IND2016Learn

Stra

Setiyadi, B., Sukirlan, M. & Mahpul. (2016). How

successful learners employ learning strategies in an

EFL setting in the Indonesian context. English

Language Teaching 9(8), pp. 28-38.

79 79IND2016PercP

ref

Haryanto, E., Sulistryo, U., Khairani, M. & Wulan, R.

(2016). Indonesian or English? EFL student teachers’

preference and perception on the language use in the

classroom. Indonesian Journal of English Education

(IJEE) 3(1), pp. 46-59.

80 80IND2016Hon

Djiwandono, P. I. (2016). Character education in content

course: Self-scoring as a means for developing honesty

in students. TEFLIN Journal 27(2), pp. 153-165.

81 81ECC2010AttM

ot

Nikolaou, A. (2010). Attitudes and motivation of Greek

secondary pupils towards English. GALA A Advances

in Research on Language Acquisition and Teaching,

pp. 349-361.

82 82ECC2011Mot

Bahous, R., Bacha, N. N. & Nabhani, M. (2011).

Motivating students in the EFL classroom: A case

study of persperctives. English Language Teaching

(ELT) 4(3), pp. 33-43.

83 83ECC2014Tol

Fahrutdinova, R. A. (2014). English language in the

development of a tolerant person of the student in a

multi-ethnic educational environment of the university

(For example, Kazan Federal university). English

Language Teaching (ELT) 7(12), pp. 77-84).

84 84ECC2015AttM

ot

Adachi, R. (2015). Motivation and communivative attitudes

among Japanese EFL pupils. Indonesian Journal of

Applied Linguistics 5(1), pp. 1-10.

85 85ECC2015AttM

ot

Linh, N. T. H & Nhung, N. P. (2015). Vietnamese students’

motivation and attitude towards learning English

idiom. The 62nd International Conference (pp. 641-

655).

86 86ECC2012Bel

Alsamaani, A. S. (2012). Assessing Saudi learners’ beliefs

about English language learning. International Journal

of English and Education (IJEE) 1(2), pp. 31-55.

87 87ECC2015AttTe

st

Kashani, A. F., Soleimani, H., & Javadi, A. (2013).

Exploring L2 learners’ attitudes towards high-stakes

and low-stakes tests. International Journal of English

and Education (IJEE)2(4), pp. 40-64.

88 88ECC2014BelM

eth

Sevik, M. (2014). Young EFL learner beliefs about

classroom songs. International Journal of English and

Education (IJEE) 3(1), pp. 50-59.

89 89ECC2015Perc

Afshinfar, J. (2015). Students’ perceptions toward weblogs

in an EFL class. International Journal of English and

Education (IJEE) 4(4), pp. 237-247.

90 90ECC2015Perc

Rezaie, M. & Sayadian, S. (2015). The teachers’

perceptions of technology integration in EFL classes.

International Journal of English and Education (IJEE)


111


4(4), pp. 357-369.

91 91OCC2009AttM

ot

Bidin, S., Jusoff, K., & Aziz, N. A. (2009). Motivation and

attitude in learning English among UiTM students in

the northern region of Malaysia. English Language

Teaching 2(2), pp. 16-20.

92 92OCC2013AttM

ot

Muftah, M. & Galea, S. R. (2013). Language learning

motivation among Malaysian pre-university students.

English Language Teaching 6(3), pp. 92-103.

93 93OCC2013Att

Bhaskar, C. V. & Soundiraraj, S. (2013). A study on change

in the attitude of students towards English language

learning. English Language Teaching 6(5), pp. 111-

116.

94 94OCC2015Lear

nStra

Chuin, T. K. & Kaur, S. (2015). Types of language learning

strategies used by tertiary English majors. TEFLIN

Journal 26(1), pp. 17-35.

95 95OCC2015Bel

Mokhtar, M. M. (2015). Lecturers’ and students’ beliefs in

code-switching: A Malaysian polytechnic context.

TEFLIN Journal 26(1), pp. 85-96.

96 96ICC2012Att

Ting, C. & Gilmore, L. (2012). Attitudes of preservice

teachers towards teaching deaf and ESL students.

Australian Journal of Teacher Education 37(12), pp.

46-56.

97 97ICC2011Att Navarro-villarroel, C. (2011). Young students’ attitudes

toward languages. A Thesis. Iowa State University.

98 98ICC2015Bel

Farrel, T. S. & Ives, J. (2015). Exploring teacher beliefs and

classroom practices through reflective practice: A case

study. Language Teaching Reseacrh 19(5), pp. 594-

610.

99 99ICC2015Att

Ata, A. W. (2015). Knowledge, education, and attitudes of

international students to IELTS: A case study of

Australia. Journal of International Students 5(4), pp.

488-500.

100 100ICC2015Bel

Filatov, K. & Pill, S. (2015). The relationship between

university learning experiences and English teaching

self-efficacy: Perspectives of five-final-year pre-

service English teachers. Australian Journal of

Teacher Education 40(6), pp. 33-59.


112

Appendix 2: Table of the Content of the Investigated Research Reports


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Appendix 2: Table of the Content of the Investigated Research Reports (cont.)


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