Guide for Formulating the Research Questionnaire
Research questions are not actually written in question forms but it is stated in
declarative form of a sentence with common introductory words for all the statements in
a particular indicator. The statements will support the given indicator of a variable and
will be measured through proper scaling as decided by the statistician.
Possible source:
1. Statements from the Review of Related Literature. It doesn’t mean that you have
to copy exactly the words in the paragraph but you can rephrase the sentence or
just get the appropriate part for your questionnaire. In every indicator, there must
be at least 5 statements that will be the basis for measuring the extent or level of
the study.
Example from the Review of Related Literature section:
Grammar Translation Method. Stern’s Foreign Language Theory (2001) which
stated that ‘the first language is maintained as the reference system in the acquisition of
the second language’ is the basis of the Grammar-Translation Method. He also
elaborated that in a typical Grammar-Translation text, grammar rules are presented and
illustrated, a list of vocabulary items is presented with their translation equivalents, and
translation exercises are prescribed. Source for statement #1 in the questionnaire
Source for statement #2 in the questionnaire
This is an example of common introductory words
Grammar-Translation Method
My teacher in English + is . . . 5 4 3 2 1
1. presenting grammar rules with their translation
equivalents.
2. initiating actual translation exercises in every grammar
lesson.
2. Make your own statements. If it is not possible to find the necessary statement of
your questionnaire from the RRL, you can formulate your own statements. But it should
exactly and directly support the indicator being measured.
Example:
These 2 statements are taken from the RRL
Grammar-Translation Method
My teacher in English + is . . . 5 4 3 2 1
1. presenting grammar rules with their translation
equivalents.
2. initiating actual translation exercises in every
grammar lesson.
3. providing accurate translations of difficult
vocabularies.
4. explaining the necessary grammar, vocabulary and
translation skills for students to pass the exams.
5. translating complex grammar lessons for students to
gain understanding.
These are examples of Researcher formulated statements. Remember, this should directly support
your indicator.
The researcher-made questionnaire is usually composed of two parts. The
first part contains the Information Data where the needed information from the
respondents is required but limited to what is asked from your moderator variable. Part
two will be the statements in table of each indicator with the General Instructions and
scaling with its description.
Example:
Questionnaire on the Extent of Usage of Eclectic Approach
to Teaching Grammar
The Moderator Variables of this study are:
Part 1. Information Data
Gender, Degree & Branch
Gender: Male Female Degree:
_______________________________
Branch:__________________________________________________________
Part 2. General Directions: Feel free to accomplish the questionnaire carefully
and honestly. Put a check mark that corresponds to each situation. The extents
are arbitrarily categorized using these five scale points.
Range Extent Description
5 Always The extent of usage of eclectic
approach to teaching grammar is very
much extensive.
4 Often The extent of usage of eclectic
approach to teaching grammar is much
extensive.
3 Sometimes The extent of usage of eclectic
approach to teaching grammar is
moderately extensive.
2 Rarely The extent of usage of eclectic
approach to teaching grammar is less
extensive.
1 Never The extent of usage of eclectic
approach to teaching grammar is not
extensive.
Grammar-Translation Method
My teacher in English + is . . . 5 4 3 2 1
1. presenting grammar rules with their translation
equivalents.
2. initiating actual translation exercises in every
grammar lesson.
3. providing accurate translations of difficult
vocabularies.
4. explaining the necessary grammar, vocabulary and
translation skills for students to pass the exams.
5. translating complex grammar lessons for students to
gain understanding.
and so on …
