1. Basic Concepts in Research According to : Jacinta Karen Juin P71697 For GGGB6013 KAEDAH PENYELIDIKAN 1 (TASK 1)

2. The article used for this task

3. What is research? A way to find answer for a question. A systematic way to find solutions to a problem. A way where we incorporate many steps and use various instruments in a very orderly manner in order to reach an answer or a consensus. (Lodico et al,2010; Holmes et al, 2005; Tuckman,1990)

4. Process of a Research Problem, Theory or Question Concept or Idea of the research Approach, sample, instruments Analysis of Data Reporting of Results or Findings

5. Stage 1: Problem/Question/Theory The researcher thinks of a problem, or a question or a theory. The researcher wanted to find out “What interests the TESOL students to study English and how interest influence their learning?” Suggests that this is an applied research where the researcher focuses on answering questions that provides a solution to educational problems e.g. lack of interest.

6. Stage 2: Concept of the study Consist of :- ◦ the statement of the problem ◦ The background ◦ the significance of the study ◦ the definition of terms, ◦ the purpose, ◦ the research question ◦ Literature review The researcher describes and/or explain further the problem he or she wanted to study about.

7. The Idea or Concept of the Study Statement of the Problem The significance of the study

8. Definition of terms Limits the scope Specify the scope of the study

9. Purpose of the Study “…to describe, clarify and understand the initial conditions and situational features that may contribute to triggering of student interest in learning English, transforming English into an object of personal significance and interest.”

10. Literature Review In this article, the researcher integrate the definition of terms with the literature review, perhaps to make a sound argument and framework about the subject matter or concept of the study. The literature review began with the fundamental theories and past researches on “interest and motivation in English learning” and move on to recent studies done in the same field. Other readings or literature review are written throughout the paper, integrated back and forth - suggests that this study leans toward the interpretivist approach.

11. Stage 3: Research Design A researcher selects the design suitable for his or her study. It depends on how the researcher view the problem or phenomena that they wished to study. Qualitative design and applies the interpretivist approach. Phenomenological research

12. AssumptionsSigns/ Proofs/Evidence Ontology The researcher tries to understand how interest influence and developed the participants’ English learning. Epistemology The researcher studies the participant in a naturalistic environment (TESOL students studying English) and interacts with them through interviews. Axiology The researcher attempts to reduce bias by selecting participants from the same discipline (TESOL) but different nationality, gender, age and programme. The differences gives more dimensions and depth. Methodology The researcher collects data through self-report and in-depth interview.

13. Research Sample TESOL students based on purposive sampling i.e. different criteria and dimensions such as students’ interest in learning English, gender, ethnicity and language teaching experience. From a large group (57 people) interviewed, only 11 were selected. Multiple participants for triangulation, adds “confidence” and “credibility” to the findings.

14. Research Sample

15. Research Instruments In this article, the researcher used ◦ “self-report”  Participants were asked to comment on the level of nature of interest experienced in a given situation. ◦ In-depth retrospective interviews  Participants recall their experiences or pivotal moments and share with the researcher. ◦ Field notes The researcher reports in detail about the instruments used to collect the data in order to enable future replication and shows that the instruments can be scrutinized by the public or be improved in future studies.

16. Stage 4: Data Analysis Thematic coding ◦ Data analysed and categorized according to themes.

17. Analysis of Data – Thematic analysis Theme: Unexpected Experiences Concerning the Usefullness of English

18. Stage 5: Findings or Results The findings in this study were presented according to patterns or themes, in this case, according to stages of the participant’s life. Narrative, retrospective form as if telling a story.

19. Findings or Results

20. Findings and Result The result of the findings is students’ interest in learning English is not influenced only by ability to imagine and predict the vision of the future but the reimagining and revisioning of the past or one’s ability to postdict the past event in accordance to the present event. The researcher also suggested that interest in learning English may be triggered by how English was presented or experienced, that is it must be presented in a surprising, unexpected and encourage post-hoc understanding on the importance of English and the students’ past interaction with English.

21. Findings and Result Did the findings add to the existing body of knowledge? Can the results of the study be replicated?

22. Conclusion This study can be repeated or replicated due to detailed methodology explanation. It adds knowledge to the education field especially on ESL or ELT. Quantitative research can be quite rigid, qualitative research has the humanity side which can soften the rigidity of the quantitative approach. The choice of words seems to represent the approach selected by the researcher. The choice of philosophy and approach relies on our own view of what the researcher wish to understand or find out.

23. Reference Tan, B.T (2013) Exploring the Development of ‘Interest’ in Learning English as a Foreign/Second Language, RELC Journal, Retrieved 13 September 2013, from http://www.sagepub.com/content/44/2/129 Lodico, M.G, Spaulding, D.T, Voegtle, K.H (2010) Methods in Educational Research – From Theory to Practice, United States: Jossey-Bass. Johnson,B & Christensen,L. (2008) Educational Research : Quantitative, Qualitative and Mixed Approaches, Sage Publication. Holmes,R, Dahan,H.M, Ashari,H (2005) A Guide to Research in the Social Sciences, Kuala Lumpur:Prentice Hall