FORMULATING A RESEARCH PROBLEM

This paper is submitted as a fulfillment for research methodology in English

language education’s group assessment

Lecturer: Prof. Dr. Syafrizal, M.Pd.

Compiled by:
Group 3
Nety Ariyani 7777230015
Rani Kholidaziya 7777230005

MAGISTER OF ENGLISH EDUCATION

FACULTY OF TEACHING TRAINING AND EDUCATION
UNIVERSITY OF SULTANG AGENG TIRTAYASA
2024
 PREFACE

All praise to Allah, the Lord of the World, who has shown mercy, blessing,
and strength to the authors in order to complete this paper. Peace and salutation be
upon the prophet Muhammad, his family, companions, and followers. Also, the
authors sincerely deliver so much gratitude to our lecturer, Prof. Dr. Syafrizal,
M.Pd, for his guidance, knowledge, motivation, and inspiration for the authors in
conducting this paper with the title “Formulating Research Statement”.
In this paper, the authors would like to discuss about the definition of
research problem, tips for selecting a good research problem, characteristics of
effective research problem, classification of research problem, rules of defining a
research problem, writing a research problem, and ways of presenting a research
problem. The authors hope that this paper will be beneficial for the readers and can
be implemented in further class activities.
The authors recognized that this paper was not completely perfect. As a
result, the authors would appreciate any comments, suggestions, or constructive
criticism from readers who read this paper in order to improve future papers.

Serang, March 16th 2024

The Authors

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 TABLE OF CONTENTS

PREFACE ........................................................................................................... ii
TABLE OF CONTENTS .................................................................................... iii
CHAPTER I ........................................................................................................ 1
INTRODUCTION ............................................................................................... 1
1.1. Background of the Study ....................................................................... 1
1.2. Research Focus ...................................................................................... 2
1.3. Formulation of the Study ....................................................................... 2
1.4. Objectives of the Study .......................................................................... 2
1.5. Significance of the Study ....................................................................... 3
CHAPTER II ....................................................................................................... 4
LITERATURE REVIEW..................................................................................... 4
2.1. Theoretical Framework .......................................................................... 4
2.1.1. Definition of Research Problems..................................................... 4
2.1.2. Tips for Selecting a Good Research Problem .................................. 5
2.1.3. Characteristics of Effective Research Problem ................................ 9
2.1.4. Classification of Research Problem............................................... 12
2.1.5. Rules for Formulating a Research Problem ................................... 13
2.2. Relevant Study .................................................................................... 16
CHAPTER III .................................................................................................... 19
DISCUSSION.................................................................................................... 19
3.1. Formulating a Research Problem in ELT ............................................. 19
3.2. Ways of Presenting the Research Problem ........................................... 21
3.3. Formulating Research Problem in Qualitative and Quantitative Research
22
CHAPTER IV.................................................................................................... 25
CONCLUSION AND SUGGESTION ............................................................... 25
4.1. Conclusion........................................................................................... 25
4.2. Suggestion ........................................................................................... 25
REFERENCES .................................................................................................. 26

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iv
 CHAPTER I
INTRODUCTION

1.1. Background of the Study

Research, in its broadest sense, is a systematic and rigorous process of
inquiry aimed at discovering new knowledge or confirming existing findings.
A. Aziz (2017) emphasizes that research is methodical and seeks to reach novel
conclusions or validate prior knowledge. Similarly, Supino (2012) describes
research as a problem-solving endeavor that aspires to uncover new insights
through a process that is systematic, logical, empirical, reductive, replicable,
and generalizable. This approach to research is echoed by Jain & Jain (2018),
who defines it as a quest for knowledge, employing scientific methods to answer
questions and reveal hidden truths.
At the core of this process lies the concept of the research problem. The
research problem is a clearly defined issue or question that the research seeks
to address. It serves as the foundation upon which the entire research project is
built. The problem method in research, as explained by McBurney (1995),
involves posing problems to students and encouraging them to solve them,
facilitating the development of critical thinking skills. This method highlights
the significance of the research problem in fostering analytical and investigative
abilities.
Moreover, McWilliam & Lee (2006) identifies a critical issue in
educational research: a lack of imaginative problem formulation. This suggests
that the creation of a research problem requires not just an understanding of the
field but also the ability to engage with innovative ideas beyond traditional
boundaries. It underscores the importance of the research problem as a catalyst
for exploration and discovery in research.
In summary, a research problem is a central, well-defined issue or
question that a research project aims to address. It is foundational in guiding the
direction of systematic, logical, empirical, reductive, replicable, and
generalizable inquiry. The formulation of a research problem requires not only

1
 an understanding of the field and its existing knowledge base (Aziz, 2017;
Supino, 2012; Jain, 2018) but also an imaginative and critical approach to
identifying and exploring new ideas and perspectives (McBurney, 1995;
McWilliam, 2006), and this paper would be discussed more about it.

1.2. Research Focus

Based on the research background, the authors will focus on how to
formulating a good research statement, also the tips and rules to formulating the
research statements regarding to the experts and relevant study that has been
discuss about it before.

1.3. Formulation of the Study

The authors formulated the problem on:
1. How can we best understand the essence of research problem?
2. Which strategies are most effecting in formulating research problems?
3. What are the characteristics of making an effective research problem?
4. What is the classification of research problem?
5. How to formulating a research problem in ELT?
6. How to presenting the research problem?
7. How to formulate research problem in qualitative and quantitative
research?

1.4. Objectives of the Study

According to the formulation of the study, the authors want to describe the
objectives of this paper to:
1. Understand about the definition of research problem
2. Mention the tips for selecting a good research problem
3. Identify the characteristics of making an effective research problem
4. Explain the classification of a research problem
5. Discuss the steps to formulating a research problem especially in ELT
6. Discuss the ways to present the research problem

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 7. Discuss the analysis in formulating research problem in qualitative and
quantitative research

1.5. Significance of the Study

The significance of this study can be mentioned below:
1. Theoretically.
This research can be used as the references for someone who wants to take
a depth study about how to formulating a good research statement.
2. Practically.
The result of this research will inform the reader about how to formulating
a good research statement. The result of this research also will be useful for
the reader to see the topic and problem in the field of the research more
deeply and clearly.

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 CHAPTER II
LITERATURE REVIEW

2.1. Theoretical Framework

2.1.1. Definition of Research Problems
A research problem, as collectively described by Shoket
(2014), Chinagozi (2023), Rahman et al. (2022), Pardede (2018),
Creswell (2012), Flood et al. (2005), and Terrell (2016), is a crucial
and distinct element of scholarly investigation. It is defined as a
specific, clear, and focused question or issue that a research study is
intended to address. This problem typically emerges from a gap in
existing knowledge, conflicting findings, or theoretical and practical
disputes evident in scholarly literature, theories, or practice. It is
characterized by its demand for an in-depth understanding and
exploration. The formulation of a research problem involves shaping
it into a question that is neither vague nor overly broad, but instead
significant, researchable, and appropriately scaled to the researcher's
scope.
Chinago (2023) further refines this definition by
categorizing research problems into exploratory, causal, and
relational types. These categories are grounded in various sources,
including empirical evidence, theoretical frameworks, and
conceptual deductions. The development of a research problem is a
fundamental step in the research process, forming the bedrock for
all subsequent research activities.
Rahman (2022) underscores the significance of choosing a
research problem, positing it as a foundational step akin to laying
the foundation of a building in scientific study. It is crucial for
guiding the research methodology and ensuring the study's relevance
and effectiveness.

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 In a similar vein, Pardede (2018), Creswell (2012), Flood et
al. (2005), and Terrell (2016) highlight the role of the research
problem in narrowing down a broad topic into a specific inquiry.
This involves a shift from seeking to confirm preconceived notions
to exploring open-ended questions with the aim to clarify, expand,
or challenge existing knowledge. The research problem is central to
a study, guiding its methodology and framing specific research
questions, and it is indispensable for a thorough understanding of the
subject, often leading to further research.

2.1.2. Tips for Selecting a Good Research Problem

When it comes to selecting and developing a research
problem, the process can be complex, requiring consultations with a
variety of academic experts. This comprehensive insights and tips
will be helpful for researcher:
A. Recognize your field:
Librero (2012) emphasizes the need of gaining a thorough
awareness of the dynamic area of English Language Teaching
(ELT) for English as a Foreign Language (EFL) students. This
understanding involves more than just staying up to date with
research; it entails a thorough exploration of the fundamental
theories behind language teaching, from traditional techniques
like the Grammar-Translation Method to more modern strategies
like Task-Based Language Teaching and Communicative
Language Teaching. These techniques' implementation is what
really makes them important; it shapes everything from material
development and evaluation procedures to classroom dynamics
and lesson preparation. The use of technology in language
instruction is vital in the contemporary digital era as it has
revolutionized student participation and accommodated a variety
of learning preferences. A solid understanding of educational
theories is also essential, since they emphasize the significance

5
 of learner autonomy and the influence of cultural settings on
language learning. By taking into account the many cultural
backgrounds of their students, educators may create an inclusive
learning environment by using this knowledge to influence
curriculum design and improve student engagement. The skillful
fusion of these theories and approaches with a technology toolkit
and cultural awareness embodies a contemporary and adaptable
approach to ELT for EFL learners, setting expert teachers apart
in this dynamic field.
B. Use variety of sources and literature:
Making use of a variety of sources and literature is essential for
creating a clear issue statement in the field of English Language
Teaching (ELT), as noted by Blum & Preiss (2011), J. Ellis &
Levy (2008), and Terrell (2016). By providing current issues and
gaps in the field, attending academic conferences and seminars
exposes ELT students to the newest theories, research, and
trends, which in turn sparks ideas for pertinent and contemporary
problem statements. Talking with subject matter experts is very
beneficial since their expertise and experience-based views
bring to light important and relevant ELT concerns that might
form a substantial problem statement. In order to guarantee that
the issue statement is supported by strong theoretical and
empirical data, a thorough literature evaluation is crucial. It not
only helps to grasp the body of existing research but also points
out areas that require more study. Through this approach,
hitherto unexplored areas of English Language Teaching (ELT),
such as particular facets of bilingual education, are frequently
found, providing opportunity for the formulation of original and
important research topics. Moreover, new viewpoints from
allied fields like psychology or sociology might enhance the
wording of a problem statement. In order to identify current
difficulties and gaps and create a relevant, educated, and

6
 meaningful problem statement in ELT research, it is therefore
essential to actively use a range of resources and engage in
academic activities.
C. Clarify, concise, and specific.
Nurhayati (2022) emphasizes how crucial it is to formulate a
clear, concise, and well-defined research topic, particularly in
the area of English language teaching (ELT). Creating a problem
statement that is both thorough and testable is crucial, but it
should also be kept limited enough to be meaningful. A well-
defined issue statement such as "evaluating the effectiveness of
immersive storytelling in vocabulary retention among EFL
learners" is better than choosing broad, nonspecific themes like
"improving language skills," which can be daunting and
unmanageable. Such a statement makes the research more
manageable and targeted by focusing it on a certain teaching
strategy and quantifiable result. Aligning the problem with
suitable analytical techniques is also essential. It is important to
confirm that the issue statement can be examined using current
research instruments and approaches. The study can offer
tangible insights and make a more significant contribution to the
area of ELT by defining a precise, researchable, and well-
defined topic.
D. Take up your nearest issue first.
Since real-world issues can offer rich and pertinent contexts for
academic study, formulating research topics based on practical
examples and experiences can be very successful. Research may
be particularly fruitful in the field of English Language Teaching
(ELT) if a teacher faces particular challenges, such as
incorporating cultural context into language instruction. Because
these experience problems are based in real-world situations, the
study is more relevant and significant. Such difficulties must be
defined in a way that is particular, researchable, and pertinent to

7
 the larger academic community in order to be turned into
research topics. This procedure entails monitoring and analyzing
the dynamics in the classroom, seeing any trends or reoccurring
problems, and thinking about how these difficulties impact the
students' learning objectives. More focused and useful research
may be produced by concentrating on certain parts of the issue,
such as difficult-to-integrate cultural components or language
abilities that are impacted. Creating a problem statement
grounded in real-world classroom experiences guarantees the
research's applicability and increases the likelihood of creating
workable answers that will assist ELT professionals and students
alike.
E. Commence with the direction of future study.
Interacting with the body of current literature, especially
academic publications, can provide valuable insights for future
research paths in academic subjects such as English Language
Teaching (ELT). These articles often contain sections such as
"Suggestions for Future Research," which are a great resource
for finding topics that have not been well studied or have
received little attention. An article highlighting the paucity of
research on the effectiveness of online language learning
systems, for instance, may appear in an ELT publication that you
are reading. An acknowledgement like this points out a vacuum
in the existing research and gives your own academic
investigation a clear path. You may help close important gaps in
the field and make your work relevant and beneficial by
concentrating on these highlighted topics for future study. This
process of selecting research subjects from scholarly literature
guarantees that your study is in line with the requirements and
interests of the field today, which raises the relevance and
possible influence of your work.

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 F. Advisory Professionals:
Especially in sectors like English Language Teaching (ELT),
consulting experts is an essential step in creating a strong issue
statement. Insights that are not easily obtained from reading or
firsthand observation can be obtained by speaking with
experienced instructors or the authors of noteworthy research.
Speaking with these professionals in ELT can help illuminate
subtle facets of the field, such as new developments in the field,
unresolved issues, or creative teaching techniques. You may
identify focused, pertinent, and significant research topics with
the help of their expertise and experience. Speaking with an
expert, for example, may highlight understudied aspects of
language learning or productive classroom management
techniques. Adding their viewpoints to your issue statement not
only makes it more comprehensive and pertinent, but it also
guarantees that it is based on knowledge and experience from
the actual world. As such, this method is essential for developing
a problem statement that is both academically solid and closely
matched with contemporary demands and developments in the
ELT profession.

2.1.3. Characteristics of Effective Research Problem

The essence of formulating an effective research problem
lies in integrating diverse scholarly perspectives, each contributing
vital elements to the formulation process. Drawing from the insights
of Kerlinger (1973), the research question "How do differentiated
learning methods using interactive multimedia under the Curriculum
Merdeka framework influence the development of listening and
writing skills in EFL students?" can be refined by focusing on the
specific relationship between the teaching methods and skill
development. An example of this could be designing a study that

9
looks into how the incorporation of varied multimedia tools in the
classroom correlates with changes in students’ listening and writing
competencies.
Nassaji (2019) underscores the need for the research problem
to be both empirically testable and practically feasible. This concept
can be demonstrated through as survey or interview-based study that
gathers insights from EFL educators about their experiences and
perceived challenges in implementing differentiated learning
strategies. This would assess the practicality of such methods within
the existing educational framework.
Terrell (2016) emphasizes personal engagement and the
manageable scope of research. In this context, a researcher
passionate about language education might choose to perform
qualitative case studies in selected schools to observe the
implementation and impacts of these learning methods. This
approach would ensure the study remains within the feasible scope
of the researcher’s expertise and resources.
According to Geer (2005), clarity and simplicity are
paramount. Applying this to the research question, a practical
example might involve an experimental setup where one group of
EFL students is taught using traditional methods, while other
experiences the differentiated learning approach. This clear and
straightforward design aids in unambiguously understanding the
effects of the teaching methods on student learning outcomes.
J. Ellis & Levy (2008) focus on the problem statement’s
holistic impact on the research process. In line with this approach,
the research could be expanded into a longitudinal study examining
the long-term implications of interactive multimedia on the students'
listening and writing skills. Such a study would not only reveal
immediate educational impacts but also how these methods
influence learning over time.

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 Formulating an effective research problem statement is a
multidisciplinary endeavor that integrates key insights from several
academic experts. Kerlinger (1973) emphasizes the significance of
clearly defining the relationship between variables in a research
problem and presenting this relationship as a question that can be
empirically tested. This approach ensures the research foundation is
solidly empirical, enabling the collection of data that can be
quantified and analyzed. Nassaji (2019) builds on this by
highlighting the importance of practicality in research. He stresses
that a research question must not only be empirically sound but also
feasible in terms of resources, time, and the researcher's expertise.
This ensures the problem is not just theoretically significant but also
realistically manageable and engaging to the broader academic
community.
The contributions of Terrell (2016) and Daniel Geer Jr.
further refine the concept of a well-structured research problem.
Terrell underscores the need for the research to be within the
researcher’s capability and to be sufficiently engaging to maintain
their commitment. In contrast, Daniel Geer Jr. advocates for the
clarity, precision, and minimalism in problem statements, qualities
especially vital in technical fields. These characteristics ensure the
solutions are adaptable, empirically testable, and effectively
communicable. Ellis and Levy (2008) add that the problem
statement should not only address the issue at hand but also consider
its impact on the entire research process, encouraging original
contributions to knowledge. By integrating these diverse
perspectives, the research problem statement becomes robust,
methodologically sound, ethically responsible, and practically
significant, ensuring meaningful contributions to the field, such as
EFL education. This comprehensive approach enhances both the
academic rigor and practical relevance of the research.

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2.1.4. Classification of Research Problem
In the realm of English Language Teaching (ELT) for
English as a Foreign Language (EFL), the classification of a problem
statement is deeply influenced by the selected research
methodology, whether it be quantitative or qualitative. This
dichotomy in research approaches plays a crucial role in shaping the
problem statement and guiding the overall direction of the research.
On one hand, quantitative research in ELT, as highlighted by
Creswell (2012), is characterized by its focus on numerical data,
objective measurement, and statistical analysis. This approach is
ideally suited for empirical investigations and hypothesis testing.
For instance, a quantitative problem statement might be, "Does
integrating a mobile-based language learning application into the
EFL curriculum significantly improve students' vocabulary test
scores compared to traditional teaching methods?" Such a statement
is crafted to facilitate measurable, objective analysis, focusing on
quantifying the effects of specific teaching interventions.
On the other hand, qualitative research in ELT, as discussed
by Creswell (2012) and Pardede (2018), centers on exploring the
subjective experiences and perspectives of learners and teachers.
This approach employs methods such as interviews, focus groups,
and classroom observations to gather rich, descriptive data. A
qualitative problem statement in this domain might delve into more
experiential aspects, such as, "How do EFL teachers in multicultural
classrooms perceive the challenges and opportunities of
incorporating cultural elements into language teaching?" This type
of problem statement aims to uncover the nuanced, personal
experiences and insights of educators, providing a detailed
understanding of their perspectives.
Additionally, the approach of Scientific Realism, Social
Constructivism, and Pragmatism, as mentioned by Lodico et al.
(2006), further illustrates the diversity in formulating problem

12
 statements. For example, under Scientific Realism aligned with
Quantitative Methods, the focus is on measurable outcomes, while
Social Constructivism aligned with Qualitative Methods emphasizes
understanding personal narratives and contextual factors.
Pragmatism, integrating both approaches, might lead to a mixed-
methods problem statement like, "What is the effect of using
multimedia resources on vocabulary acquisition in EFL learners,
and how do learners perceive the integration of these resources?"
In formulating a problem statement for an ELT research
thesis, it is essential to align the research question with the chosen
methodology. Quantitative methods are fitting for testing
hypotheses and assessing the efficacy of teaching methods in a
measurable manner. Conversely, qualitative methods are more
appropriate for exploring the complex experiences and perceptions
of learners and teachers in the language learning process. The choice
between quantitative and qualitative approaches should be guided
by the research question's nature, available resources, and the study's
desired outcomes. Whether opting for a quantitative or qualitative
approach, the objective is to ensure that the methodology coherently
aligns with the research question, enabling an effective investigation
into the multifaceted domain of teaching and learning English as a
foreign language.

2.1.5. Rules for Formulating a Research Problem

Researchers have to follow the rules regarding developing a
research problem in order to make sure that the topic they have
selected is significant, doable, and beneficial to both the academic
community and the general public. Supported by Cohen & Olson
(1996), A research problem is chosen based on several factors,
including the researcher's interests, social relevance, originality,
resources available, limitations on time, existing literature, viability,

13
and potential advantages. An extended explanation of these
standards will be provided below:
A. Researcher's Areas of Interest
The dedication and experience of the researcher is the essential
foundations. Selecting a subject that fits the researcher's
background and areas of interest encourages commitment,
methodical exploration, and motivation. According to Sloan
(2021), a sincere curiosity for the topic motivates the researcher
to go deeply and overcome difficulties.
1. Significance of Topics
Research topics should deal with issues that are pertinent to
society, the law, or everyday life. It is crucial to identify the
stakeholders who stand to gain from the research's
conclusions. A wide range of issues directly affect people
and society as a whole, including the environment,
cybercrimes, women's rights, labor reforms, intellectual
property rights, judicial systems, and international
commerce.
2. Novelty of the Idea
Being original is essential. An interesting angle and new
information should be provided by a research issue. It avoids
repetition of effort and encourages the development of fresh
perspectives to make sure the selected subject hasn't been the
subject of in-depth investigation previously. It should avoid
extremely contentious topics and be a well-defined topic that
is neither too broad nor too limited.
3. Researcher's Resources
Researchers need to take into consideration all of their
resources, including their time, money, education,
technological help, and data access in addition to their
mental capacity. Sufficient resources are required to carry
out extensive research and produce significant outcomes.

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 4. Time-Bound Program
Effective time management requires realism. It is important
for researchers to choose a topic that will allow for sufficient
investigation in the time allowed. Establishing reasonable
objectives and targets helps to keep the study on course
and schedule so that it may be finished in the period of time
scheduled.
5. Availability of Literature
A sufficient amount of existing literature is necessary for
efficient research. The availability of literature affects data
collection, analysis, and interpretation in addition to the
review of pertinent primary and secondary sources. A
substantial corpus of literature makes it possible to better
contextualize the findings.
6. Feasibility of the Study
The viability of a study topic should be carefully considered
before selecting one. Entering a complicated or impossible
topic too quickly might result in frustration and
unsatisfactory outcomes. There is a greater chance of success
when the study design is well-planned and fits the
researcher's skills.
7. Benefits of the Research
It is important for researchers to consider the advantages of
work, including expanding the body of knowledge, solving
real-world problems, finding fulfillment personally, and
getting recognition. A worthwhile research result benefits
the academic community as well as the career of the
researcher.
B. Research Design
Finding new facts, confirming those that already exist,
examining how those facts relate to one another, and formulating
hypotheses to account for phenomena are the methodical goals

15
 of research. In order to guarantee that research findings are
consistent and consistent throughout time, the study must
provide legitimate and trustworthy results.
Supported by Hashimy & Benjamin (2023), research design is
important since both validity and reliability depend on how the
study is planned and executed. The study's methodology is
determined by the research design, which also establishes what
needs to be looked at and how. For the study findings to be
accurate and credible, a well-designed research design is
essential.
The goal and purpose of the research have an impact on an
effective research design. Different design patterns are needed
for different kinds of research, including qualitative, descriptive,
and experimental research. The goals, methods, and desired
results of the research are all in line with an efficient research
design. It is not possible to use a single design pattern
everywhere; instead, the design must be customized for the
particular research situation. The basis for a successful study is
a carefully considered and systematically constructed research
design, which guarantees that the research process is well-
structured, organized, and capable of providing trustworthy data.
In the end, the study design greatly influences the entire success
of the project and affects the level of accuracy and validity of the
research findings (Hashimy & Benjamin, 2023).

2.2. Relevant Study

The current state of ELT for ESL, as depicted by Pardede (2018) in his
journal article entitled “Identifying and Formulating Research Problem”, is
characterized by its expansive scope and dynamic evolution, driven by English's
role as a global lingua franca and its interrelation with various academic and life
aspects. This complexity necessitates a selective focus on specific research
areas within ELT, where each area offers distinct challenges and opportunities.

16
Pardede emphasizes the importance of a well-defined research problem,
likening it to laying the foundation of a building. This metaphor underscores the
significance of our paper’s focus on defining, selecting, characterizing,
classifying, and presenting research problems. By addressing these key aspects,
our study responds to the need for detailed, context-specific problem statements
in ELT for ESL, a notable gap in existing literature. Pardede’s discussion on the
differentiation between quantitative and qualitative research problems further
underlines the importance of our paper's objective. Our work contributes to a
nuanced understanding of problem formulation, aiding researchers in ELT for
ESL to create clear, effective problem statements that are essential for focused
and successful research endeavors. Thus, our paper not only fills a crucial gap
but also facilitates a more systematic and methodical approach to research
problem formulation in the diverse and evolving field of ELT for ESL.
The good insight of formulating research problem also can be seen in
the research journal by Fahrus Zaman Fadhly (2022) with the title “Formulating
Research Problem in Academic Writing: Indonesian Expert Authors’ Cognitive
Experience”. This study was conducted to determine the reassemble of the
thought process in developing a research question for publication in scholarly
journals. In this research, the researcher found that there are at least six
important things when researchers wanted to formulate the research problem in
scientific journal article, and one of the findings in this journal was a gap
between the expectation and reality. We are interested in making this research
as one of our main references because we believed that in formulating a research
problem it should consider about the field in the area of our interest. In reality,
it is always a gap between the expectation of the researcher regarding the
research and the reality that the researcher faced while they are conducting the
research. This gap can be a good possibility for the researcher to examined
more deeply in a various discipline, so this it can presents a fresh perspective
on the development of cognitive experiences.
The last relevant study was conducted by Mahyuddin K M Nasution,
Onrizal, and Indra Aulia (2019) with the title “Design of the Research Problem
Statement”. As same as our paper, this study also concerned of how to create

17
an influential problem statement, which is an essential component of a research
proposal or other scientific publication. This research also mentioned the needs
of doing a depth study according to make a good research problem statement.
The differences between this study and ours, in this study it mentioned that in
formulating a good research problem, the researcher have to think the future
target that can be happen if the researcher used the problem as the main topic in
the research, while our research only discuss about how the area of interest takes
place in decided a research problem.

In conclusion, all of those relevant studies have a big impact for the
researchers in order to make this paper and surely can be the consideration for
the researchers in order to make a good formulation of research problem in the
future studies.

18
 CHAPTER III
DISCUSSION

3.1. Formulating a Research Problem in ELT

In writing a research problem, a good researcher needs to formulate a
research problem by looking at the field in which the researchers undertake
research that is well known to them. As mention by Pardede (2018), It might
be wise to define the four terms research field, area, issue, and problem before
providing an overview of the ELT research field in the next section. A research
field embraces all fields of study that are conducted within a certain scientific
subject. The entirety of studies conducted in the subject of English instruction
is thus covered under the ELT research field.
A. Research Area of Interest in ELT
The academic field of English Language Teaching (ELT) is expanding
quickly because of its wide range of potential uses and connections to
several sciences and elements of daily life. Given the complexity and need
for an extensive knowledge of the ELT field, researchers frequently select
particular research topics to focus on. Researchers should take into account
their academic captivity, professional and personal interests, and talents
while choosing a research field. Prioritizing professional interests is
important since they can influence one's future career path and help one
achieve career goals. Personal interest is important since it inspires reliable
and high-quality work. Additionally, it is crucial to maintain captivity since
it is thrilling to do research that many in the profession find interesting.
Furthermore, Sivakumar & Szalinski (2016) mentioned three suggestions
to assist the researchers in selecting a research area. Read the scientific
literature first. The existing research literature on ELT offers some
insightful suggestions for additional investigations as well as some
excellent ideas about the topic of study. Reviews of the literature in your
area of study are frequently helpful in understanding the major findings in
the field as well as the planned follow-up research projects that will bring

19
 further data. Reviews of the literature can also highlight open-ended issues
that make for interesting research. Second, go to seminars and conferences
that promote the area of study. People may engage in intelligent
conversation and build relationships with their peers by attending both big
and small gatherings. Poster sessions are another feature of meetings that
might help to learn about the numerous fields of study that are out there.
B. Research Topic
After deciding the research interest, it will be easier to determine the topic
of the study. According to Reis (1999), the possible topics that can be used
in the research are:
1. Can it be enthusiastically pursued?
2. Can interest be sustained by it?
3. Is the problem solvable?
4. Is it manageable in size?
5. Will it lead to other research problems?
6. Is it worth doing?
7. What is the potential for making an original contribution to the
literature in the field?
8. If the problem is solved, will the results be reviewed well by scholars
in your field?
9. Are you, or will you become, competent to solve it?
10. By solving it, will you have demonstrated independent skills in your
discipline?
11. Will the necessary research prepare you in an area of demand or
promise for the future?
C. Research Problem
As was previously said, a research challenge is the topic that being studied.
The problem might be a challenge or conflict that needs to be resolved, a
situation that needs to be better, an issue that needs to be addressed, a
challenging question, a theoretical or practical argument in the body of
academic literature, etc. A research problem assists in reducing the topic to
a manageable level so that a study may be carried out. A research problem

20
 define as a general educational issue, concern, or controversy addressed in
research that narrows the topic (Creswell, 2012).
Additionally, in order to make a research problem, it could be accomplished
by reflecting the following questions:
1. Which discussion, topic, or problem did the researcher want to address?
2. Which controversy makes this study necessary?
3. What issue was behind this study and how was it being addressed?
4. Exists a statement along the lines of "The problem addressed in this
study is..."
To better understanding the research problem, Creswell (2012) also
recommended to comparing it to other stages of the research process, such
as the purpose, subject, and research questions. You will see that they vary
in terms of breadth from wide (subject) to narrow (particular research
topics) after examining their distinctions.

3.2. Ways of Presenting the Research Problem

According to Pardede (2018), as mentioned in the previous theory, in
presenting a research problem, the researcher needs to consider the research
field, area of interest, topics, so we can determine which one that can be the
research problem. To be more specific, it can be explained with the figure
below:

21
 The figure above is shown the simple example to presenting the
research problem. Everything on this world can be a consider to be research,
but as a good researcher we need to see more specifics research field. In this
case, we can choose the research field in ELT research by looking at the school,
university, or any of educational fields around us.
After that, we need to determine the area of interest. When choosing a
research area, a researcher must take certain criteria. The study area's academic
focus, ability, and also professional and personal interests are the most crucial
considerations. Because one's study field should be related to the future
career and perhaps help us to accomplish our career targets, professional
interest should take priority over all other considerations. Personal interest is
also crucial because completing research requires a person's self-dedication for
several months or maybe even a year.
There are a lot of area of interest in the research field, so we can make
a topic in every interest of the research field. The topic should be up to date
and can be implemented in the recent era, so the research can be used better in
the future. Certain ELT research fields, like error analysis and grammar
instruction, may have been interesting for a while, but they are probably going
to become less so in the future as they mature and change in approach. Other
fields that are in considerable demand include "ELT and Technology" and
"Language, Cognition, and Brain." However, many of the issues that evolved
from them may be beyond our abilities as an undergraduate due to their novelty
and complexity, but in thesis it can be considered as a good topic. Finally, all
of the topics that have been collected can be the material in making a research
problem, because it will be discuss about the recent issues or maybe
controversy on the research field.

3.3. Formulating Research Problem in Qualitative and Quantitative Research

Once a research topic has been identified, researchers should
consider whether a quantitative or qualitative method would be more
appropriate. Although both strategies have benefits, researchers must choose
which is better suited for the particular research challenge since they have a

22
differ fundamentally. The example of the research problem in quantitative
research is a research conducted by Dr. Reem Zaid Khalaf (2023) with the title
“The Impact of Native Language on Teaching EFL: Case of University College
Students”. In this quantitative research, the researcher made a case that we
already knew exist in the EFL teaching and learning.
A key area of investigation is the frequency and reasons behind the use
of the native language in EFL classrooms by teachers and students in Iraqi
universities. In this research, the research problem to be explored is: "How
frequently do English teachers and students in Iraqi universities use the native
language in EFL classes, and what are the pedagogical reasons for its use?".
This topic is crucial for understanding the contextual dynamics of language
teaching in a non-native setting. Lastly, the use of the native language in EFL
classrooms and its impact is an area ripe for exploration. "How Does the Use
of Native Language in EFL Classrooms Impact Language Acquisition and
Learning Outcomes?" seeks to assess the implications of this practice. Aldoori
(2023) study indicates potential benefits and drawbacks, calling for a more
nuanced examination of this approach in language acquisition.
Meanwhile, the example of qualitative research can be seen in the
research that conducted by Fuzi Fauziyyah & Lidiyatul Izzah (2022) with the
title “The Use of Sundanese Mother Tongue in Learning English”. The
formulation of the problem clearly depending on the topic, and this research
seen the problem that faced by Sundanese mother tongue in learning English,
and how they interpreting their mother tongue in learning English. This
research analysis the key of the problem by the question “How do Sundanese
cultural norms and values influence the learning and teaching of English as a
foreign language in Indonesia?”. This research also aims to investigate how the
unique aspects of Sundanese culture, such as attitudes towards language
learning, communication styles, and the potential integration of Sundanese
cultural content, impact English education.
Based on the discussion in the research, defining or examining,
analyzing or comprehending, and so on, might be applied as standards to
determine whether a certain research question is more suited for quantitative

23
or qualitative research. An issue is appropriate for quantitative research if it
tends to explain or predict the correlation, connections, or comparisons
between variables. Nevertheless, it fits well with qualitative research if it tends
to study or comprehend a topic.

24
 CHAPTER IV
CONCLUSION AND SUGGESTION

4.1. Conclusion
Regarding to all of the theories that has been discuss above, the
researcher came to the conclusion that how important formulate a research
problem in order to make a good and worthy research. As a researcher we can’t
be suddenly formulate research problem without considering some aspects like
the research field, area of interest, topics, and research problem. The research
problem should have satisfied the criteria of interests, capabilities, motivations,
manageability, and contribution to literature as these variables are taken into
consideration when choosing a topic. When these criteria are met, it may be
possible to conclude that further research on the issue is necessary.
A research problem is briefly described in one or more paragraphs and
consists of the following five components: the actual research topic, the
rationale behind the the problem's significance as determined by recent research
and practice, the lack of data regarding the problem in the literature, the
methodology, the organization, and/or the people who stand to gain from a
greater knowledge of the problem or its solution. The goal and research
questions come after the problem statement.

4.2. Suggestion
Regards to the conclusion above, the authors hope that this paper is
useful for the readers to more understand about formulating a research
statement. Also, the authors hope that this paper could be used as a reference by
the students or other researcher to know more about how to formulating a
research statement.
The authors recognized that this paper was not completely perfect. As
a result, the authors would appreciate any comments, suggestions, or
constructive criticism from readers who read this paper in order to improve
future papers.

25
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