Decriptive Research

(Quantitative Research Method in Language Education))

Lecturer: Rofid Fikroni. M. Pd.

Members of the 1st Group:

Yuly Navisa (222101060022)

Akbar Raihan Ilhami (222101060024)

M. Sulthon Muhibbullah (222101060051)

Tifa Nur Fadilah (222101060052)

Hayyatun Nufus Salafi (224101060021)

ENGLISH DEPARTMENT STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

ISLAMIC UNIVERSITY OF KIAI HAJI ACHMAD SIDDIQ JEMBER

2025
 PREFACE

All praise is due Almighty God, who has granted the author the ability complete this paper
entitled “Descriptive Research in the Context of Quantitative Class and English Language
Education.” This paper was prepared fulfill one of the assignments in the Quantitative
Research Methodology course in the English Education study program.

The author is fully aware that this paper is far from perfect. Therefore, constructive criticism
and suggestions from readers are highly appreciated for the improvement of this paper in the
future.

Lastly, it is hoped that this paper can provide insights and benefit readers, especially in
understanding descriptive research in English language education.

Jember, April 2025

The Author

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Table of Contents
CHAPTER I ............................................................................................................................. 4
INTRODUCTION.................................................................................................................... 4
1.1 Background .................................................................................................................... 4
1.2 Research Questions ........................................................................................................ 4
1.3 Research Objectives ....................................................................................................... 4
1.4 Keywords ........................................................................................................................ 5
CHAPTER II.............................................................................................................................. 6
THEORETICAL FRAMEWORK ............................................................................................. 6
2.1 Definition of Descriptive Research ............................................................................... 6
2.2 Objectives of Quantitative Descriptive Research ............................................................ 6
2.3 Types of Descriptive Research ...................................................................................... 8
2.4 Steps of Descriptive Research ....................................................................................... 9
2.5 Advantages and Disadvantages................................................................................... 11
2.6 Application in English Language Education ............................................................. 14
CHAPTER III ........................................................................................................................ 14
CONCLUSION ...................................................................................................................... 16
REFERENCES....................................................................................................................... 17

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 CHAPTER I

INTRODUCTION

1.1 Background
Descriptive research plays a significant role in education, particularly in the context of
English language instruction within a quantitative learning environment. This approach offers
a systematic and objective overview of educational phenomena such as speaking, reading,
writing, and listening skills. As a method focused on “what is,” descriptive research helps
teachers and lecturers understand the actual conditions in the classroom without manipulating
variables (Ary et al., 2010).

In English language education, this method is commonly employed describe aspects

such as students’ anxiety in speaking activities, the effectiveness of digital learning ols, or
students’ learning motivation. With a quantitative approach, data is collected numerically and
analyzed using descriptive statistics such as mean, median, mode, and percentage (Johnson &
Christensen, 2008). This enables research findings be easily unders od and used as a
foundation for educational decision making.

Descriptive research not only serves as documentation of classroom phenomena but

also as a basis for more advanced experimental or correlational studies. In a quantitative class
setting, this approach helps students understand empirical and logical research processes, while
also fostering critical thinking wards data analysis (Cohen et al., 2007).

1.2 Research Questions

a. What is quantitative descriptive research in the context of English language
education?
b. What are the objectives and types of quantitative descriptive research?
c. What are the steps for implementing quantitative descriptive research?
d. What are the advantages and disadvantages of quantitative descriptive research
methods?
e. How is quantitative descriptive research applied in English learning?

1.3 Research Objectives

a) Explain the definition and characteristics of quantitative descriptive research.
b) Describe the objectives and types of quantitative descriptive research.
c) Describes the steps taken in quantitative descriptive research.
d) Analyze the advantages and disadvantages of this method in the context of education.
e) Describes the real application of quantitative descriptive research in English language
learning.
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1.4 Keywords
a. Descriptive quantitative research: a research method used describe phenomena
using numerical data without examining cause and effect relationships.
b. English language education: the process of teaching and learning English, both in
formal settings like schools and informal contexts.
c. Research methodology: a structured approach used plan, conduct, and analyze a
research study.
d. Language learning: the process of acquiring language skills, including listening,
speaking, reading, and writing.
e. Educational research: the study of educational processes and practices improve
teaching and learning outcomes.

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 CHAPTER II

THEORETICAL FRAMEWORK

2.1 Definition of Descriptive Research

Quantitative descriptive research is a research approach that aims describe a
phenomenon or population systematically through the collection of numerical data. This
research focuses on presenting a clear picture of the current state of a variable, without
analyzing the cause and effect of the phenomenon. Researchers generally use ols such as
surveys, structured interviews, or observational checklists collect data, which are then
analyzed using statistical methods find patterns and relationships in the data (Creswell, 2014).

This research focuses more on numbers describe certain characteristics, behaviors, or

events in the population being studied. Unlike experimental or correlational research,
quantitative descriptive research does not attempt manipulate variables or find cause and effect
relationships. Instead, this research focuses on measuring the distribution, frequency, and
trends of the phenomena being observed.

The main purpose of quantitative descriptive research is provide a comprehensive

picture of the state of variables or phenomena at a certain time. The data obtained provides
very useful information for decision making, policy, or as a basis for further research. Examples
of applications can be measuring the average income in an area or the percentage of technology
use in the education sec r at a certain time. The results of this study provide baseline data that
can be used compare future changes or provide a deeper understanding of the phenomenon
being analyzed (Creswell, 2014).

2.2 Objectives of Quantitative Descriptive Research

Quantitative descriptive research aims describe a situation or phenomenon based on
the collected numerical data. The main objectives of this research are:

a. Explain the concept and characteristics of quantitative descriptive

research within the field of English language education.

Quantitative descriptive research is designed describe educational phenomena

numerically without manipulating variables. In English language education, this
includes observing students’ reading skills, vocabulary acquisition, or attitudes ward
digital ols based on measurable data. It emphasizes the "what is" aspect of classroom
realities, rather than the "why"

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 b. Identify the specific objectives and types of quantitative descriptive
research relevant English learning contexts.

This objective involves identifying how descriptive research supports

educational insights, such as tracking students' English proficiency levels, comparing
outcomes between different teaching methods, or documenting usage patterns of
learning media. Common types include cross sectional, longitudinal, and comparative
studies

c. Outline the procedural steps in conducting descriptive research in

English language classrooms.

Descriptive research typically follows a structured process: identifying a

problem, setting measurable objectives, developing instruments like surveys, collecting
numeric data, and analyzing it using statistical methods. These steps ensure objectivity
and replicability, crucial for classroom based studies

d. Evaluate the strengths and weaknesses of descriptive research methods

in improving English teaching practices.

While descriptive research excels at giving an objective overview of classroom

conditions, it cannot explain cause effect relationships. For example, it can show that
students are more satisfied with interactive apps, but not why. Still, it serves as a vital
foundation for deeper, future research

e. Explore the real life applications of quantitative descriptive research in

assessing English language learning outcomes.

Applications in ELT include tracking test score trends, analyzing satisfaction

levels with online ols, or measuring engagement during group tasks. These data inform
teaching improvements and curriculum adjustments, helping educa rs make informed,
data driven decisions

Main Purpose of Quantitative Descriptive Research in English Language Education: to

describe educational phenomena objectively and systematically using numerical data, in order
to provide insights into teaching practices, student performance, and learning tools—without
analyzing cause and effect relationships.

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2.3 Types of Descriptive Research
Descriptive research is a type of research that aims describe certain phenomena or
events systematically, factually, and objectively. The types of descriptive research can vary
depending on the purpose of the research, the methods used, and the observation period. Based
on references from Syahrizal & Jailani (2023), Smith (2022), and Jones (2023), here are some
types of descriptive research that are often used:

a) Qualitative Descriptive Research

Qualitative descriptive research aims describe phenomena in depth and detail
using a qualitative approach. The techniques used in this study involve observation,
interviews, and document analysis. This research does not emphasize numbers or
numerical data, but rather focuses on narrative descriptions understand the
phenomena that are occurring. For example, in English education, qualitative
descriptive research can be used describe students' attitudes wards certain teaching
methods through data collection through interviews or observations
b) Quantitative Descriptive Research

Quantitative descriptive research is a type of research that collects data in the

form of numbers and statistics describe phenomena that occur. This data can be
collected through methods such as surveys or questionnaires. This research is very
commonly used in education measure and describe measurable variables, such as
students' English proficiency levels or the effectiveness of teaching strategies. The
results of this research are usually presented in the form of tables, graphs, or
diagrams that clearly describe numerical information

c) Comparative Descriptive Research

Comparative descriptive research aims compare two or more groups or

variables in a phenomenon. In this study, researchers identify differences or
similarities between the groups studied based on the data collected. For example, in
English education, this study can be used compare the level of English proficiency
between students who follow technology based learning methods and those who use
traditional learning methods. Researchers then analyze and describe the differences
or similarities found

d) Longitudinal Descriptive Research

Longitudinal descriptive research is conducted describe changes or

developments in phenomena over a long period of time. This research observes the

8
 subject or object of research over a certain period of time and collects data
repeatedly. In the field of English education, longitudinal research can be used study
how students' English skills develop over time or how a teaching method affects
student achievement in the long term

e) Cross Sectional Descriptive Research

Cross sectional descriptive research is conducted at a specific point in time

describe a phenomenon that exists at that time. This research collects data only
once in a certain period of time and is often used describe ongoing conditions in
a population or sample. In the context of English education, this research can be
conducted determine the level of students' English proficiency at a specific time,
such as measuring their speaking or writing skills in an English test at a specific
time.

2.4 Steps of Descriptive Research

Quantitative descriptive research is conducted describe certain phenomena or events
objectively using numerical data. The following are the stages commonly carried out in this
research:

a. Identifying Research Problems.

The first step is identify research problems. Researchers must choose

phenomena or problems that can be measured quantitatively and are relevant be
studied (Sugiyono, 2017). Example: Researchers want know the level of student
satisfaction with the use of technology in learning English.

b. Formulation of Research Objectives.

After the problem is determined, the researcher formulates clear and measurable
research objectives . These objectives explain what the researcher wants achieve
in this study, whether it is describing certain fac rs or characteristics related the
phenomenon being studied Example: The purpose of this study is describe the level
of student satisfaction with the use of English learning applications in the classroom.

c. Literature Review.

The researcher then conducts a literature review find relevant theories or

previous research. Literature review helps researchers understand more deeply about
the pic being studied and provides a basis for formulating hypotheses or assumptions
9
 that will be tested in the research (Nazir, 2013). Example: In a literature review,
researchers study previous research on the influence of technology use on language
learning achievement and motivation theories in learning.

d. Determining Population and Sample.

Researchers determine the population and sample be studied. Population is

a group that is relevant the research pic, while a sample is a part of the population that
is systematically selected for observation. The right sampling technique needs be used
so that the data obtained can represent the population well (Sugiyono, 2017).
Example: The population of this study is all students at school X, and the sample taken
is 100 students who use English learning applications.

e. Research Instrument Development.

Research instruments are used collect data from respondents. The instruments
used can be questionnaires, structured interviews, or validated observation sheets. In
quantitative descriptive research, questionnaires are often used measure respondents'
perceptions or attitudes in numerical form. Example: Researchers create a
questionnaire containing questions about student satisfaction with English learning
applications, using a Likert scale of 1 5.

f. Data Collection Data is collected using prepared instruments. Data collection can be
done directly through interviews or observations, or indirectly using questionnaires.
Data collection can also be done online through web based surveys or forms .Example:
Researchers distribute questionnaires 100 students at school X who use English
learning applications.

g. Data Analysis.

After the data was collected, the researcher conducted data analysis using
descriptive statistical techniques. This technique involves calculating the mean, mode,
median, and percentage describe patterns or trends in the collected data Example:
Data from the questionnaire was processed using statistical software calculate the
average level of student satisfaction with the English learning application.

h. Conclusion and Reporting of Results.

The final step is the conclusion and reporting of the research results . The
researcher presents the research results in narrative form, tables, or graphs that make it
easier for readers understand the research findings. In addition, the researcher provides

10
 an interpretation of the results and suggests practical steps that can be taken based on
the findings (Creswell, 2014). Example: The researcher reported that the majority of
students were satisfied with the English learning application, with an average score of
4.2 out of 5, and recommended the use of similar applications enrich teaching methods.

2.5 Advantages and Disadvantages

Advantages of Quantitative Descriptive Research

a) Providing a Clear Picture of the Phenomenon

Quantitative descriptive research phenomena allow thenumerical , this research

helps( Johnson & Christensen , [Link] : Researchers can describe the level of
Quantitative descriptive research allows researchers describe the phenomena being
studied in more detail and objectively. By collecting numerical data, this research helps
describe characteristics or events in a population or sample that can be clearly measured
and analyzed (Johnson & Christensen, 2008). Example:satisfaction learning with
numbers that make it easier understandResearchers can describe the level of student
satisfaction with the use of learning applications with numbers that facilitate
understanding.

b) Identifying Patterns and Trends

Quantitative descriptive research patterns and trendscertain in the phenomena

being studied .numerical collected can indicate changes in behavior or distribution .next
on clear and structured. Quantitative descriptive research can be used see certain
patterns or trends in the phenomenon being studied. The numerical data collected can
show changes in behavior or distribution of events, which is useful for planning further
steps or actions based on clear and structured information (Tuckman, 2002). Example:
In a study on student satisfaction , the researcherstudent background .In research on
student satisfaction, researchers can identify whether there are differences in
satisfaction based on student class or background.

c) Providing Basic Information for Further Research

Quantitative descriptive researchmore in depth . By providing an overview

ofconditions this provides a strong foundation for further research .further the
relationship or cause and effect between variables (Example : Results
Quantitative descriptive research is often used as a basis for more in depth research. By
providing a picture of the initial conditions, this research provides a strong foundation
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 for further research that can further investigate the relationships or cause and effect
between variables Example : research student with technology can be the basis for
further [Link] learning .The results of descriptive research on student
satisfaction with technology can be the basis for more in depth experimental research
test the influence of technology on learning outcomes.

d) Focus on Accurate Picture Without Inferring Cause Effect Relationships

My descriptive research objective of the phenomena studied .Quantitative

descriptive research is effective in providing an objective picture of the phenomenon
being studied without attempting draw conclusions about cause and effect relationships.
This ensures that the researcher remains focused on describing the situation or variables
that exist accurately and without bias. Example: This study only describes the level of
student satisfaction without attempting explain why certain applications are preferred
over others.

e) Providing Clarity on the Distribution and Scope of Variables of Numeric Data

Variables quantitative descriptive it provides a clear picture of how certain variables
are distributed in the population. Example : Researchers can use data.
Numerical data in quantitative descriptive research provides a clear picture of how a
particular variable is distributed in a population or sample. This allows researchers
understand the extent which the variable influences the group being studied).
Example:student learning inage or classes Researchers can use data show how much
influence technology use has on student learning satisfaction across age groups or
grades.

Disadvantages of Quantitative Descriptive Research

a) Unable Explain Cause Effect Relationships Quantitative descriptive research cause

and effect . the variables are not manipulatedthis cannot identify the cause of a
[Link] : Quantitative descriptive research only describes phenomena
and cannot be used explain the cause and effect relationship between the variables
studied. Because the variables are not manipulated, this study cannot identify the cause
of a phenomenon (Johnson & Christensen, 2008). Example:of application other such
as teacher training .Research showing that students are more satisfied with technology
use cannot explain whether this satisfaction is due the app's features or other fac rs
such as teacher training.

b) Cannot Make Broad GeneralizationS

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 Quantitative descriptive the research results a larger population This often
focuses on a particular sample or group ,Example : Research on student satisfaction in
one school cannot be generalized. One of the limitations of quantitative descriptive
research is the difficulty in generalizing the results a larger population. This research
often focuses on a specific sample or group, which if not representative, can limit the
accuracy of the conclusions For example, research on student satisfaction in one school
cannot be generalized all students in the country without considering a broader
representation.

c) Can Be Affected by Researcher or Respondent Bias.

Although focused on quantitative data, researcher bias in designing research

instruments or respondent bias in providing answers can affect the results obtained.
This can reduce the validity and objectivity of the findings. Example: Researcher bias
in formulating survey questions or respondents' tendency provide more social answers
can affect research results.

d) Only Presents Overview Without Explaining Deeper Relationships

Quantitative descriptive research only provides an overview of the phenomenon

without delving deeper in the relationships between variables or the processes that
occur. This makes it limited in terms of depth of analysis (Cohen, Manion, & Morrison,
2007).
Example: Research that describes student satisfaction cannot reveal deeper fac rs that
influence that satisfaction, such as motivation or social support.

e) This Method Emphasizes Frequency and Ignores Contextual Fac rs

The main focus of descriptive research this often ignores the conmore
comprehensive. .Example : Research that only examines. The primary focus of
quantitative descriptive research is measuring the frequency and distribution of events
or characteristics. However, this research often ignores contextual fac rs that may
influence the phenomenon being studied, which can reduce a more comprehensive
understanding (Larson Hall, 2010). Example : learning cannot explain how the context
teacher can influence their experiences. Research that only measures how often students
use learning apps cannot account for how social context or teacher support may
influence their experiences

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2.6 Application in English Language Education .

a. Measuring English Language Exposure Among Students

A study by Akili et al. (2025) used a descriptive quantitative approach to evaluate the
level of English language exposure among students in the English Language Education Study
Program at Universitas Negeri Gorontalo. The research aimed to assess the extent of English
exposure through various environments, including home, peers, school, and media. The study
identified the various channels through which students encountered English, considering the
impact of both formal and informal exposure on language acquisition. The results suggested a
strong correlation between high levels of English exposure and students’ language proficiency,
with media and social interactions being significant contributors to their learning outcomes.

b. Assessing English Language Learning Strategies Among Students

A study conducted by Tumiwa et al. (2023) applied a descriptive quantitative method

to investigate the strategies employed by students in North Sulawesi for learning English as a
foreign language. The research aimed to categorize the types of learning strategies used by
students, including cognitive, metacognitive, and social strategies. By surveying a large sample
of students, the study found significant differences between male and female students in terms
of strategy preference, with female students more likely to use social and metacognitive
strategies. Additionally, the study revealed that the use of effective strategies was associated
with higher language proficiency, especially in speaking and writing skills.

c. Assessing the Quality of English Language Teaching and Student Learning

Outcomes

In 2024, Frontiers in Education conducted a comprehensive study to explore how the

quality of English language teaching influences student learning outcomes. This descriptive
quantitative research utilized structured observation tools to assess various aspects of teaching
quality, including teaching methods, classroom management, and teacher student interaction.
By collecting data from multiple schools across different regions, the study found that higher
quality teaching was directly correlated with improved student achievement, especially in
standardized English tests. Furthermore, the research highlighted the importance of continuous
teacher professional development and its positive effect on student motivation and engagement
in learning English.

d. Assessing Teacher Performance and Student Learning Outcomes

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 A study by RSIS International (2023) applied descriptive quantitative research to
explore the relationship between teacher performance and student learning outcomes in English
language education. This study specifically focused on 11th grade students in the Philippines.
It found that teacher performance—measured through lesson planning, delivery of content, and
assessment strategies—had a significant impact on student achievement in English. Notably,
the research indicated that 59.4% of the variance in student learning outcomes could be
attributed to teacher performance. The findings underscored the importance of teacher training
programs that focus not only on pedagogical skills but also on improving teachers' ability to
engage students effectively in English learning.

e. Analyzing the Effect of Technology Integration on English Language Learning

In addition to the studies above, a study by Lestari et al. (2022) explored the integration
of technology in English language classrooms. This research used a descriptive quantitative
approach to assess the impact of digital tools, such as language learning apps, online courses,
and virtual classrooms, on student engagement and learning outcomes. The study showed that
technology could enhance students' motivation, especially in remote or rural areas where access
to qualified English teachers was limited. Students who engaged with technology based
learning tools showed significant improvements in vocabulary acquisition and listening skills.
This research highlighted the importance of incorporating digital literacy into English language
education to meet the needs of modern learners.

f. Investigating the Influence of Classroom Environment on English Language

Acquisition

A 2024 study by Nugroho et al. focused on the physical and social aspects of the
classroom environment and their effect on English language acquisition. By using a descriptive
quantitative method, the study analyzed factors such as classroom layout, peer collaboration,
and teacher student rapport. The results revealed that classrooms designed for collaborative
learning, with open spaces and interactive materials, fostered better language skills among
students. Additionally, positive teacher student relationships were found to significantly
enhance students’ willingness to participate and take risks in speaking English.

15
 CHAPTER III

CONCLUSION

Descriptive quantitative research provides significant contributions the development

of English language education through a systematic and data based approach. By relying on
numerical data, this research is able describe phenomena objectively, such as the level of
student satisfaction, the effectiveness of teaching methods, and language ability trends based
on certain demographics. This approach also makes it easier for educa rs make the right and
evidence based decisions in improving the quality of English language learning.

However, despite its ability present a clear and accurate picture, quantitative
descriptive research still has limitations, especially in explaining cause and effect relationships
and understanding deeper contexts. Therefore, the results of this study are often used as a
starting point for further research that is explora ry or experimental in nature. By combining
the strengths of quantitative descriptive and other approaches, English language education can
develop more comprehensively and responsively the needs of learners.

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