Arinda Diniyah

190000402
Mid-Term Research Methodology in ELT B

Type of Problems Data collecting techniques

Title Objective(s) Data analysis
research identified and instrument(s)
“An Quantitative 1) Students’ To analysis on The researchers used TSE Since the samples are small
Experimental analysis listening ability the effects of (Test of Spoken English) (N<30) and the groups
Study of the and their oral listening on contain 12 questions which independent, the t-test for
Effects of English speaking for fall into seven broad independent samples is
Listening on production college students. categories (giving directions, carried out to determine
Speaking for ability are recommending places, whether the differences
College correlated. describing pictures, describing between group 1 and 2 in
Students” 2) Teachers charts and graphs, presenting their mean scores are
who bring schedule changes, performing significant at the 5% level.
listening and language functions and talking SPSS version 11.5 has been
audio-visual about topics). used to compute descriptive
materials into Also, the CET (Listening statisticsand perform
oral English comperhensuion section) Pearson product-moment
class are likely includes short conversations, correlation. Descriptive
to have better passages and sometimes statistics is conducted in
teaching compound dictations. order to examine the
results. participants’ performance
on each test; Pearson
product-moment
correlationis conducted to
investigate whether there is
correlation between
students listening and oral
English ability.
“A Data obtained IGT To describe the Three cycles following the In the implementation of
Classroom was presented activities were atmosphere in procedures for action IGT, materials were
Action in two ways, effective in improving research, namely planning, provided to meet certain
Research: qualitatively improving the speaking implementing, observing and vocabulary and
Improving and speaking by using reflecting. To grammatical targets.
Speaking quantitatively abilities of the activities in the collect data, the researcher The IGT implementation in
Skills . student in class. Information Gap used instruments of classroom interaction had
Through Technique (IGT). observations, lists, tests contributed students to the
Information To know whether and questionnaires. automatic knowledge in
Gap the students‟ starting and building the
Activities” scores in classroom interaction.
speaking Subsequently, the speaking
improved after class at Almuslim
using IGT. University, the
To know the implementation of IGT had
responses from contributed to successful
the students after improvements in the scores
implementing of students. The factors that
IGT. lead to this point were the
teachers‟ performance,
classroom atmosphere,
instructional planning,
and teaching materials. The
determined factors had to
work synergistically to
allow learners to be
comfortable when
interacting in the
classroom.
“Factors Qualitative The factors Training EFL Data included students’ The results revealed that
Influencing Research affecting EFL students on how written essays, teacher written the major factors affecting
EFL university to utilize teacher feedback, and semi-structured students’ use of teacher
Students’ students’ use of written feedback interviews. Students’ use of written feedback are
Utilization of teacher written successfully is teacher written feedback was feedback-related factors
Teacher feedback. important for analyzed using an adapted (teachers’ use of correction
Written improving the rating scheme. Thematic symbols, legibility of
Feedback” practice of analysis was used for written feedback,
teacher written analyzing the interviews. explicitness of written
feedback. feedback, and wording of
written feedback) and
student-related factors
(students’ emotional
responses towards teacher
written feedback and
students’ previous literacy
experience).