This chapter outlines the research methodology used in the study. A quantitative survey approach using questionnaires was used to collect data from 40 English teachers and 135 secondary school students in 3 schools in Petaling district, Malaysia. The questionnaires included sections on demographics, the English Learning Motivation Questionnaire (ELMQ) to measure students' motivation, the Teaching Styles Survey (TSS) to identify teachers' teaching styles, and open-ended questions. Data was analyzed using SPSS to identify patterns in teaching styles and their relationship to motivation. The study aims to identify teaching styles, recognize motivation levels, investigate the relationship between styles and motivation, and identify ways to improve motivation.

1. CHAPTER 3: RESEARCH METHODOLOGY
3.1 INTRODUCTION
This chapter contained the research design, population and sample, instrumentation, data
collection and data analysis plan.
3.2 RESEARCH DESIGN
This research proposal will use a quantitative approach and survey is used to collect
the data. The quantitative approach to gathering information focuses on describing a trend or
phenomenon across a larger number of participants thereby providing the possibility of
summarizing characteristics across groups or relationships. This approach surveys a large
number of individuals and applies statistical techniques to recognize overall patterns in the
relations of processes. According to Creswell (2014), to study the relationship of two or more
variables correlational research design is often used. This research design is most common in
quantitative approach as it involves gathering data from larger groups or sample.
This research is designed to identify the teaching style of the teachers in three selected
secondary school in Shah Alam, to investigate the English learning motivation of students, to
distinguish the relationship between teaching styles of teachers and learning motivation of
students and to figure out ways to improve students learning motivation.
The teachers are the people who directly deal with students in the classroom, so their
teaching styles are the most significant variable of motivation and demotivation. The three
secondary schools that have been selected were SMK Bukit Jelutong, SMK Seksyen 7 and
SMK Seksyen 9. They were selected because of the location and the researcher’s connection
with the schools. Besides that, the researcher would like to see the differences among the

2. teachers teaching style in schools with similar geographical background and how it affects
their students.
3.3 SAMPLE AND POPULATION
The population for this research are English teachers in Petaling district. For this
quantitative research, researchers sample from lists and people available. A target population
or sampling frame defined as a group of individuals or a group of organization with common
characteristics that the researcher can identify and study (Creswell, 2004). In educational
research that involves schools, the population is commonly the students or teachers. This
research applies convenience sampling where researcher selects samples that are available
and willing to participate in the study. The researcher knows that the target population which
is English teachers and secondary students are available in every secondary school in Petaling
district, the researcher can obtain permission from the chosen schools to conduct the study
with any available sample.
The sample that had been used in this research was 40 English teachers from three
selected primary schools. The respondents were from the morning and afternoon session
teachers and they were selected in order to gather information regarding the teachers’
teaching styles and student’s English learning motivation.

3. 3.4 INSTRUMENTATION
The instrument that has been used is questionnaire. The instrument used in this study
is English Learning Motivation Questionnaire (ELMQ) which was adapted from the format
of Gardner’s Attitude / Motivation Test Battery (AMI) and the Grasha-Reichman Teaching
Styles Survey (TSS). The first questionnaire is used to evaluate the students English Learning
motivation while the Teaching Styles Survey is used to identify teachers’ teaching styles.
The English Learning Motivation Questionnaire (ELMQ) ranged from ‘Strongly
Agree’ to ‘Strongly Disagree’ (Gardner, 1960). Some of the questions used in the
questionnaire were adopted from Prapphal’s Attitudes Testing (Prapphal, 1981) to gather
information on participants’ motivation. There are 20 questions in the questionnaire which
consists of two main parts, integrative motivation and instrumental motivation that have
intrinsic and extrinsic under each of the parts.
The items in the Teaching Styles Survey (TSS) adapted and translated accordingly
based on the Grasha-Reichman Teaching Styles Inventory (1996) which are highly reliable
and accurate with test and retest validity. Items in the inventory include the five Grasha-
Reichman teaching styles which are expert, formal authority, personal model, facilitator, and
delegator. Respondents are required to evaluate their teachers teaching styles by giving
answers in Likert scale form from strongly agree to strongly disagree. The questionnaire
consists of 40 questions and this inventory managed to identify the interaction between
teachers and students as well as teachers’ roles in the process of applying their teaching
styles.
The researcher also included 3 open-ended questions to collect the information on
how to improve the students’ English learning motivation.

4. The enlargement of the questionnaire can be seen below:
SECTION DESCRIPTIONS NUMBER OF ITEMS
Section A:
Demographic
Information
This section contains the questions
regarding demographic data of the
respondents such as gender and
age. In addition, for teachers there
are a few additional questions such
as years of teaching, level of
education and their teaching area.
Question number 1 until 6
(6 questions).
Section B:
ELMQ Instruments
This section contains two main
parts, integrative motivation and
instrumental motivation. It consists
of Students’ motivation related to
various variables of English
language learning.
Question number 7 until
26 (20 questions).
Section C:
TSS Instruments
This section aims to identify the
teachers’ teaching style that can be
among the five Grasha-Reichman
teaching styles which are expert,
formal authority, personal model,
facilitator, and delegator.
Question number 27 until
66 (40 questions).
Section D: The purpose of this section is to Question number 67 until

5. Open-ended questions gather the opinions from both
teachers and students on how to
improve English learning
motivation.
71 (5 questions).
3.5 DATA COLLECTION
The respondents in this study were the English teachers and students in SMK Bukit
Jelutong, SMK Seksyen 7 and SMK Seksyen 9. A briefing will be given before the
questionnaires are distributed. The content of the briefing consist of objective of the case
study and type of the questions in the questionnaires. Data collections were conducted during
normal class hour for the students and working hour for teachers or any suitable time. The
researcher also used mailed questionnaires data collection in which the researcher emailed the
questionnaire to members of the sample. The total administration of the questionnaire lasted
between ten and fifteen minutes. The questionnaires were then collected upon completion.
The steps in data collection are as follow:

6. Figure 1
3.6 DATA ANALYSIS
Design the
questinnaire
• The questionnaire contains three sections:
demographic data, ELMQ instruments and TSS
instruments
Select the
sample
• 40 English teachers and 135 students of
SMK Bukit Jelutong, SMK Seksyen 7
and SMK seksyen 9 chosen as the
sample. Consists of morning and
afternoon session.
Distribute the
questionnire
• The questionnaire would be distributes
during normal school hour or any
suitable time.
Collect the
questionnaire
-The completed questionnaire
collected after 10-15 minutes.

7. All the data that obtained from the respondents will be analysed by using the
statistical Package for Social Sciences (SPSS) version 17.0. This is one of the most
compatible software that can be used in order to key in and analyse the data.
Research Objectives Section Analysis
1) To identify the
teaching styles of
English secondary
school teachers.
Section C
(Question 27-66)
 Expert
 Formal
Authority
 Personal Model
 Facilitator
 Delegator
Data were analysed to figure out
the frequency, mean and the
standard deviation.
The answers were grouped in five
categories:
1. Strongly disagree
2. Disagree
3. Not sure
4. Agree
5. Strongly disagree
2) To recognize the
learning motivations of
secondary school
students.
Section B
(Question 7–26)
 Integrative
motivation
 Instrumental
motivation
Data were analysed to figure out
the frequency, mean and the
standard deviation.
The answers were grouped in five
categories:
1. Strongly disagree
2. Disagree
3. Not sure
4. Agree

8. 5. Strongly disagree
3) To investigate the
relationship between
teaching styles of
English teachers and
learning motivation of
students.
Section C
(Question 27-66)
 Expert
 Formal
Authority
 Personal Model
 Facilitator
Delegator
Data were analysed to figure out
the frequency, mean and the
standard deviation.
The answers were grouped in five
categories:
1. Strongly disagree
2. Disagree
3. Not sure
4. Agree
5. Strongly disagree
4) To identify the ways to
improve students
learning motivations
Section D
(Question 67-69)
Data were analysed to calculate
the percentage and the frequency.
REFERENCES

9. Creswell,J.W.(2004). EducationalResearch:Planning, Conducting and Evaluating Quantitativeand
QualitativeResearch. London:PearsonEducationLimited.
Prapphal, K. (1981). Learning English in Thailand: Affective, demographic and cognitive
Factors. Unpublished doctoral dissertation, University of New Mexico.