FACULTY OF EDUCATION

FCE3900 EDUCATIONAL RESEARCH

NAME : 1. MUHAMAD ZUL AIMAN BIN ZULKIFLEE

187089

2. MICHELLE TIONG CHIA WENG 186930

LECTURER : DR. RAMLI BIN BASRI

DUE DATE : 9TH NOVEMBER 2018

1. Is the study title clear and consistent with what is being studied?

According to Feldman (2004) the title should clearly reflect the main theme, issue or
position discussed in the article because it creates expectations about the contents of the article,
the title should accurately reflect the nature and focus of the study and not create false
expectations (as cited in Kotze, 2007) This is also consistent with remarks made by Perry et al.
(2002) Journal editors prefer formal titles that are not too “clever” or “cute” and be specific as
possible given restrictions on length. (Chin, 2004).

Second, the topic may need to be clarified, reworded so that it states clearly and
unambiguously the matter to be investigated, the variables to be investigated, and the
participants, if any, that wil be involved (Charles, 2002).

Based on our article, the title is “The Relationship between Vocabulary Size and Reading
Comprehension of ESL Learners”. I think the title is clearly stated and able to show what is
being studied in the article. The variables too can be determined easily and there is no ambiguity
exists in the title.

3. Are the goals and objectives of the study clearly stated?

According to Farrugia, Petrisor, Farrokhyar and Bhandari (2009) the primary objective
shoud be coupled with the hypothesis of the study. Study objectives define the specific aims of
the study and should be clearly stated in the introduction of the research protocol. Note that the
study objective is an active statement about how the study is going to answer the specific
research question. Objectives can (and often do) state exactly which outcome measures are going
to be used within their statements. They are important because they not only help guide the
development of the protocol and design of study but also play a role in sample size calculations
and determining the power of the study.

It is also stated in Haragopal & Vanamala, 1984) that the objective observer must “above
all things… strive at self-elimination in his judgements and provide and argument which is as
true for each individual mind as his own.” But it has to be very seriously examined whether it
would be possible for an individual to overcome his subjective judgement and is it so much
necessary for an investigation to be totally oblivious of his own value framework.
In our article, the objectives are stated in the end of the introduction and further discussed in
details in the research questions. “This study was undertaken to investigate the relationship
between reading comprehension of academic texts and vocabulary sizes of pre-sessional students
of the International Islamic University Malaysia (IIUM).” The specific objectives are to
determine IIUM pre-sessional students’ performance in the reading comprehension test, to
determine IIUM pre-sessional students’ performance in the vocabulary levels test, and to
determine the relationship between reading comprehension and vocabulary size of IIUM pre-
sessional students. From this, we can say that objectives are clearly stated and it is simple to
understand.

5. Did the authors state the importance of the study that is suitable to the purpose of this
study?

Johnson and Christensen (2008) delivered that the statement of the purpose of a research
study is a statement of the Researcher's intent or objective of the study. This is a statement that
logically follows from the identification of one or more research problem. However, the nature
of this statement differs somewhat depending on whether you are conducting a qualitative and
quantitative research.

According to Jang (1980) the purposes and criteria for formulating a design of research,
conditions for judging causality, and use of research design as a control of variance are
discussed. The purpose of a research design is to provide a plan of study that permits accurate
assessment of cause and effect relationships between independent and dependent variables.

“Therefore, it is crucial to know what it takes for a learner to understand what he/she is
reading when challenged with reading texts of academic nature. For this reason, this study
attempts to investigate the relationship between reading comprehension of academic texts and
vocabulary size of learners.”

The purpose of the study for our article is stated in the abstract which is to examine the
relationship between students’ reading comprehension skills and their vocabulary size and from
there we can figure out why the study is conducted. The importance of the study is stated at the
introduction and we are able to connect it with the purpose of the study. The importance of the
study stated in the article clearly shows its suitability with the purpose of the study.
7. Does the author give a definition to the term used in this study?

According to Creswell (2005) as cited in Glesne and Peshkin (1992), Begin your search
of the literature by narrowing your topic to a few key terms using one or two words or short
phrases. You should choose these carefully because they are important for initially locating
literature in a library or through an Internet search. To identify these terms, you can use several
strategies. Write a preliminary “working title” for a project and select two to three key words in
the title that capture the central idea of your study. Although some researchers write the title last,
a working title keeps you focused on the key ideas of the study. Because it is a “working” title,
you can revise it at regular intervals if necessary during the research.

Based on the references above, the authors of our article did provide terms and keywords
for the study but they did not give a definition for the terms used in the study. Among the
keywords are: reading comprehension, vocabulary size, ESL and English language proficiency.

9. What is the research method used? Is the research method effective to achieve the
objective of the study?

Correlational research, like causal-comparative research (which we discuss in Chapter

16), is an example of what is sometimes called associational research. In associational research,
the relationships among two or more variables are studied without any attempt to influence them.
In their simplest form, correlational studies investigate the possibility of relationships between
only two variables, although investigations of more than two variables are common. In contrast
to experimental research, however, there is no manipulation of variables in correlational
research. (Fraenkel & Wallen, 2009)

The research method that is used in our article is quantitative approach and correlational
research method. This is because all the data collected in our article is presented in the form of
numeric. The correlational research method will enable the researcher to find connection and
strength between the variables contain in the study. “Table 6 reports the analysis of the
relationship among students’ score of reading comprehension and vocabulary levels tests for
2000, 3000, 5000, and 10000 word levels. The findings indicate positive relationship between the
reading test scores and all vocabulary word levels. There was an upper moderate correlation
between reading comprehension scores and the 2,000 vocabulary word level with a correlation
coefficient of 0.637. Reading comprehension scores also had a moderate relationship with the
3,000 word level (r=0.496) and 5,000 word level (r=0.414). The 1,000 word level, however, had
a weak relationship with the reading test performance. The correlation coefficient was 0.291.
The Pearson product moment correlation coefficient reveals that all vocabulary word levels
(2000, 3000, 5000, and 10000) had statistically significant relationship (P<0.01) with the
reading comprehension test. The findings indicate that vocabulary 2000 word level has the
highest predictor value (r=0.637) for the reading comprehension scores.”

11. What are the research instruments used to collect data? Are the instruments in line of
the study?

Whatever the case, the measurement tools must decently measure the variables, concepts
or development under study, because a research study is only as well-done as the measurement
that generates the required data (Wiersma, 1995).

There are two research instruments used in our article which are vocabulary test and
reading comprehension test. These two tests are suitable for the study as the variables are
vocabulary size and reading comprehension. “The Vocabulary Levels Tests (VLT) Version 2 is
used to access the pre-sessional students’ vocabulary levels. While, the Reading Comprehension
Test of IIUM’s English Proficiency Test is used to measure the English language proficiency of
ESL students in four language skills: reading, writing, listening and speaking.” Thus, both
instruments are suitable and in line of the study.

13. Is the method of data collection used appropriate?

According to Calabrese (2006) as cited in (Wong, 2002) you need to indicate first what
type of data that is needed to answer the research questions or hypotheses and identify the use of
equipment or other types of supplies. Also identify tests, surveys, data gathering sites, record
keeping procedures, and how you have organized your data gathering methods (Ginorio, n.d.). In
general, data collection comprises of four parts, design, participants, instruments and procedures.

“Early in the planning stage of the research project, and investigator weighs the merits of
various procedures for collecting evidence. After determining which approach yields the form
and kind of data necessary to test his hypothesis adequately, he examines the available tools and
chooses the ones that are most appropriate for his purpose. If the existing instruments do not
meet his specific needs, he supplements or modifies them or constructs his own.” (Deobold,
1973)

From our selected article, the data are collected through the tests and are organized in
forms of table. In our opinion, the method used is appropriate as it is easy and proper.

15. Are the findings of this study clear and consistent with the objectives of the study?

When writing the results, we first build the tables and figures. Then we write the text to
tell the story, answering the study questions, around the tables and figures. The text of results is
often brief because the tables and figures provide the findings. Be pithy. The less you elaborate,
the clearer you will be. You want the bottom line to be very, very clear. Remember, results is for
the results. The introduction tells readers why you did the study. How you arrived at the results is
in methods. What the results mean is in discussion.

Start with the results of the most important question, then the second most important, and
so on. Or organize the section chronologically. Use subheadings to denote each question or
section. There should be no interpretation of findings in results. Make the results exciting, but do
not hype (Quinn and Rush, 2009).

According to Calrk et al., 1977 as cited in Calabrese and Raymon (2006) objectives and
outcomes establish a relationship between the study’s central question and research questions or
hypotheses. Identify the objectives and outcomes that contribute to previous research.

“Based on the students’ performance in the Vocabulary Levels Test (Nation, 1990) and
EPT’s reading comprehension test, three key finding emerged.”

In my opinion, the results shown in the article is clear and systematic. All findings are
stated in numeric form and each objective has their own table of findings. So, this makes the
findings of the article clear and consistent with the objectives of the study.
17. Overall, state your views on the report of this study and contribution to the field
studied.

From the report of our article, what we can conclude is that the reading comprehension of
ESL learners is strongly connected with their vocabulary size. Other than that, from the results of
students’ performance in EPT’s reading comprehension test, it can be concluded that reading is a
vital language skill for success beyond academic activities. Next, most students achieve the
minimal vocabulary size which is 2000 vocabulary mastery level. This article is important in
terms of connecting the importance of reading comprehension and vocabulary size. From the
results, we can say that these two variables connected towards each other and teachers need to
play a more active role in creating awareness of the importance of vocabulary among students.
Finally, inculcate the students about the importance of critical reading strategies, focusing on
evaluating and appraising the text, not only able to enhance their skills but also their critical
thinking skills.
REFERENCES

1. Charles, C. M. (2002), Introduction to Educational Research: Selecting, Refining, and

Proposing a Topic for Research, Page 59.
2. Farrugia, P., Petrisor, B., Farrokhyar, F., & Bhandari, M. (2009). Research questions,
hypotheses and objectives. Canadian Journal of Surgery, 53(4), 281.
3. Johnson, B., & Christensen, L. (2008). Educational Research: Quantitative, Qualitative
and Mixed Approaches (3rd ed.). California, Los Angeles: Sage Publication
4. W.Creswell, J. (2005). Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research Second Edition. Pearson Prentice Hall.
5. David R.Cook , & N. Kenneth LaFleur.(1975). A Guide to Educational Research (Second
Edition). Massachusetts. Allyn and Bacon, Inc.
6. William Wiersma, (1995). Research Methods in Education: An Introduction, (Sixth
Edition). Allyn and Bacon. A Simon and Schuster Company.
7. Raymond L. Calabrese (2006). The Elements of an Effective Dissertation and Thesis : A
Step-by-Step Guide to Getting It Right the First Time. Lanham, Maryland. Rowman &
Littlefield Education.
8. Quinn, C. T., & Rush, A. J. (2009). Writing and publishing your research findings.
Journal of Investigative Medicine : The Official Publication of the American Federation
for Clinical Research, 57(5), 634–639.
9. Fraenkel, J. R., & Wallen, N. E. (2009). Designing and Evaluating Research in Education
Seventh Edition. New York. Mc-Graw Hill.