TASK 6

Understanding Research Designs

(Textbook Analysis and Systematic Review)

Group 10:

- Nixon Halim (20227470030)

- Melkisedek (20227470062)

- Farid Fahmi (20227470065)

Task 6 is divided into 4 parts.

Part 1.

Read the article entitled:

AN ANALYSIS OF CULTURAL CONTENT IN THE TEXTBOOK “PATHWAY

TO ENGLISH” FOR SECOND GRADE IN SENIOR HIGH SCHOOL

by Nurjanah and Umaemah(2019)

and answer the following question:

1. What is the topic (object) of the research?

The object of the research is the analysis of a culture in the textbook “ pathway to
English” for second grade in senior high school

2. What is the subject (population) of the research?

This study looks into how culturally relevant material is represented in the "Pathway
to English" English textbooks for senior high school students in Indonesia's second grade.
Two cultural facets, "cultural categories" and "cultural dimensions," served as the framework
for a content study of these textbooks. 53 reading passages from 14 chapters of the research
project were examined.

3. Describe the procedure of the research design in 5 steps.

- Determine the object to be examined and also the scope of the object

- Introduction

- Determine the method to be used to conduct research

- Make findings in the form of a presentation diagram

- Conclusion of all the results from the research

4. How are the findings presented? By providing …

Based on the research finally finding presented “ three cultural categories and five
dimensions” by providing a Chart pie presentation:

- Chart pie 1 The cultural categories showed 19 % Local culture, 74 % target

culture, and 7 % International culture

- Chart pie 3.1 cultural dimensions showed 7 % Community, 4% Perspective,

Person 40%, Product 43%, and Practice 6%

- This study looks into how culturally relevant material is represented in the
"Pathway to English" English textbooks for senior high school students in
Indonesia second grade. Two cultural facets, "cultural categories" and "cultural
dimensions," served as the framework for a content study of these textbooks. 53
reading passages from 14 chapters of the research project were examined.

5. What is, according to you, a textbook analysis?

A textbook analysis is to analyze every book that is used in schools as the escort of
learning in every school in Indonesia then the teachers know how to teach based on the
textbook, and also know the weakness and strengths of that book.
Part 2.

Read the article entitled:

A Critical Analysis of Tasks in Senior High School EFL Textbooks in

Indonesia
by Elmiana (2018)

and answer the following question:

1. What is the topic (object) of the research?

The objective of this study is to analyze the most popular EFL textbooks used by
Indonesian senior high school students nowadays.

2. What is the subject (population) of the research?

The three Indonesian high school EFL textbooks used in this study by students in
grades 10 through 12 ranged in age from 15 to 17. These textbooks have been updated to
reflect the most recent Indonesian curriculum (Curriculum, 2013), which was created by the
Ministry of Education. The data includes all of the assignments from the three textbooks, and
according to the task type taxonomy, 469 tasks have been identified.

3. Describe the procedure of the research design in 5 steps.

The steps of research design are:

1. Selecting three textbooks for the purpose of research.

2. Organizing each task from the three textbooks into its appropriate categories, such as
a cognitive task, interpersonal task, linguistic task, affective task, and creative task.
3. Finding out which types of tasks are most common in the book.
4. Analyzing each assignment type in terms of percentage and frequency.
5. Determining whether the three-high school EFL textbooks in Indonesia meet the
communicative competence criteria or not.

4. How are the findings presented?

The findings from the study of each type of task in the three EFL textbooks are
presented in a table with frequencies and percentages so that it is known which types of tasks
are used in Indonesian high school EFL textbooks. A ranking is then done to identify which
types of tasks are utilized the most. It is clear that across the three textbooks, linguistic task
types were the most often employed task types. The least common task types were affective
and creative, while interpersonal and cognitive task types were the second most common kind
in the textbooks.

5. What is, according to you, a textbook analysis?

According to me, textbook analysis is a type of research used to determine the quality of
textbooks used in learning.
Part 3.

Read the article entitled:

Autonomy Learning in The Praxis of Language Education: A

Systematic Review
by Febriyanti (2021)

and answer the following question:

1. What is the topic (object) of research?

The research aims to study the implementation of autonomy learning in the praxis of language
education

2. What is the subject (population) of the research?

23 articles focusing on the autonomy learning issues that scholars or researchers discussed in
their papers.

3. Describe the procedure of the research design in 5 steps.

a. Framing a Research Question

 How does the number of AL articles vary by year?
 What are the research foci and purpose of AL in the EFL context?
 In which countries were the articles published?
 Which research methods and data collection tools were utilized?
 Who constitutes the sample group and what size occupied in the articles?
 What are the theoretical frameworks and dimensions adopted in the articles?

b. Developing a Search Strategy

The reviewed papers were categorized and analyzed according to six research
questions. During the data analysis, similar types of content were combined into the
same category, and the redundant data to be eliminated were removed from the
related category. The navigation journal publisher databases were selected from the
“Social Sciences Citation Index (SSCI)” indexed in collecting the data. They were
such as Taylor& Francis (https://www.tandfonline.com), Wiley
(https://onlinelibrary.wiley.com), Cambridge (https://www.cambridge.org/core),
Elsevier (https://www.sciencedirect.com), and Sage (https://journals.sagepub.com).
The obtained data were sorted by searching “Autonomy Learning” and “EFL” on the
titles.

c. Searching for Literature

The obtained data were sorted by searching “Autonomy Learning” and
“EFL” on the titles. These typed keywords were in quotation marks to ensure
accurate obtained results. In the timespan section, the selection period was between
2015 and 2021, and only the preference of SSCI was indexed. Afterward, the further
filtered list on the initial web page included only the research and review articles,
which resulted in the required articles. Next, the analyzed articles’ demographic was
categorized by the journal’s name, publisher, impact factor, quartile, and frequency.
The impact factors and quartiles were sought from (https://www.scimagojr.com).
 d. Managing the Process
In the present study, the applied systematic review method was utilized in
analyzing the findings. Twenty-three articles were analyzed in various categories
through a systematic review (Altinpulluk and Kesim 3), specifying the literature
according to clarity, accuracy, and vivid steps. The reviewed papers were categorized
and analyzed according to six research questions. During the data analysis, similar
types of content were combined into the same category, and the redundant data to be
eliminated were removed from the related category. The study used descriptive
analysis and the findings were visualized with tables, graphics, and map figures.

e. Discussion
In this study, 23 articles reviewed from the web of Taylor& Francis
(https://www.tandfonline.com), Wiley (https://onlinelibrary.wiley.com), Cambridge
(https://www.cambridge.org/core), Elsevier (https://www.sciencedirect.com), and
Sage (https://journals.sagepub.com). Based on the research that the researcher has
researched; it can be presented that In the recent five years, the study of autonomy
learning has consistently existed concerning language education’s praxis. However,
the study meets limitations on the small number of reviewed articles and only,
particularly in English education. Therefore, the further investigation of AL can be
elaborated to other fields, domains, lenses, contexts, methods, theoretical
frameworks, dimensions of analytical frameworks, and so forth. In addition, the
implication of this study considerably can be useful for freshmen or sophomore
researchers to gain state-of-the-art or novelty before conducting research or
publishing papers. Besides, the elucidation of this study reported information about
AL in the contemporary praxis of English Education.

4. How are the findings presented? By providing …

For the purpose of answering the research question, the following subcategories were
defined and examined by the researchers: Distribution of the studies by years, Research
methods used in articles, and The Research Foci, and Purposes of Autonomy Learning in The
EFL Context. after discussing the data by subcategories, the researcher could conclude that
the further investigation of AL can be elaborated to other fields, domains, lenses, contexts,
methods, theoretical frameworks, dimensions of analytical frameworks, and so forth. In
addition, the implication of this study considerably can be useful for freshmen or sophomore
researchers to gain state-of-the-art or novelty before conducting research or publishing
papers.

5. What is, according to you, a systematic review?

Systematic review is a research method that aims to combine the results of primary
research to provide more accurate and clear facts.
Part 4.

Read the article entitled:

GAME-BASED ENGLISH LEARNING FOR YOUNG LEARNERS: A

SYSTEMATIC REVIEW

by Alfi et al (2021)

and answer the following question:

1. What is the topic (object) of the research?

The research aims to study the implementation of games-based English
learning for young students.

2. What is the subject (population) of the research?

The researcher found 85 articles as a population from various databases for
articles that needed to be examined. 30 of those 65 papers were eliminated after titles
and abstracts were scrutinized because they did not pertain to ELT and the games-
based learning English instruction for young students.

3. Describe the procedure of the research design in 5 steps.

a. Framing a Research Question


Research Question 1 (RQ 1). What are the trends in game-based
English Learning for young learners?
 Research Question 2 (RQ 2). What are the main findings from the
available literature?
b. Developing a Search Strategy
A systematic search was conducted in the databases, such as Web of
Science, ScienceDirect, ERIC, Taylor & Francis, Garuda, Google Scholar,
ResearchGate, and Jour system.

c. Searching the Literature.

The search terms used included ‘Games-based learning for young
learners, ‘Game-based learning for young learners in EFL’, ‘Games-based
learning for ELT young learners’, ‘Games-based learning for ESL young
learners’, ‘Games-for young learners’, ‘Digital games based learning’,
‘Digital-game based learning for young learners in EFL’, ‘Digital-games
based learning to young learners’, ‘Digital games based learning in EFL/ESL for
young learners. Only research studies were included in the results.

d. Managing the Process.

The researchers used a method known as content analysis, which is

frequently used for textual studies and allows for the comparison, contrast, and
categorization of data (Frankael & Wallen, 2000). The analysis's findings were
put together using Microsoft Word. Each point was briefly discussed, and any
arguments that might be pertinent to the study issue were categorized. The
 division was based on elements including the objectives and research
questions, the year, the approach, the nations, the results, and the conclusion.
After carefully reading each article, the related information was entered into
the form. Each study's questionnaire was completed, and Microsoft Word was
utilized to create a matrix of references.

The first research question (RQ1) and its associated subcategories

include descriptive information that was expressly provided in the publications
under assessment. On the other hand, the second research question (RQ2) and
associated subcategories requested comprehensive information regarding the
reviewed articles. Reading all of the research was the first step in defining the
benefits and difficulties, and then the codes and categories were found. 85
publications from various databases were found during our search for articles
that needed to be examined. There were 65 items to be reviewed once the
duplicates were eliminated. 30 of those 65 papers were eliminated after titles
and abstracts were scrutinized because they had no bearing on ELT or game-
based English instruction for young learners.

e. Discussion
In this study, 30 articles reviewed from the web of ScienceDirect,
ERIC, Taylor & Francis, Garuda, Google Scholar, ResearchGate, and Jour
system were analyzed in terms of the main findings and the trends. Based on
the research that we have researched; it can be concluded that game-based
learning is beneficial for teachers in the learning process of young learners
learning English.

4. How are the findings presented? By providing …

For the purpose of answering RQ1, the following subcategories were defined and
examined by the researchers: Distribution of the studies by years, Research methods used in
articles, Education levels of samples, and Countries of articles. In response to RQ2, the
subcategories examined by the authors included studied basic language skills, advantages, and
challenges of game-based English Learning, and the effectiveness of game-based English
learning. the subcategories data are provided in a diagram and graphic. After discussing the
data by subcategories, the researcher could conclude that Game-based English learning has
proven to be very helpful for teachers and students in learning activities as described in the
discussion above. However, just as other methods have their drawbacks, so to is this method.
Based on the research we found that there are still things that need further research. Besides
the advantages of using games as a learning tool, it still has some disadvantages which need
to be concerned. Game-based learning makes students have more anxiety because there is
pressure to choose the right answer in group learning. In group learning, students may be
over-active which makes a crowd while learning. Moreover, some games maybe not entertain
students anymore because of the frequency of using the game. Suggestions for future
researchers might research to find solutions regarding the drawbacks of using games in
learning English. And the research should not be limited to the level of young learners but can
be raised to a higher level of education.

5. What is, according to you, a systematic review?

A systematic review is a research strategy that involves searching for relevant

research publications, conducting a critical evaluation (critical appraisal), and synthesizing
research findings to address an issue.