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iv
LIST OF TABEL
Table 1
Base
Competences
Variables
indicators
Materials
Describe what is
meant by the term
variable
Explain
types
of
variables
Hypothesis
Advantages
and
disadvantages
of
stating
research
questions
as
hypotheses
Variable is a key
term in research.
Variable
is
a
concept-a noun that
stands for variation
within a class of
objects,
such
as
Types of variables
(continuous
variables,
discrete
Classroom
Strategy
Discussion
Presentati
on
Question
and
answer
Assessment
The score
or
grade
for
the
subject will
determined
on
the
bases
of
scores
achieved
by
the
students:
In
the
presentati
on
In
the
precipitati
on
of
vi
variables.
Independent
and
dependent variables,
confounding
variables,
comprehension
questions).
Independent
and
dependent variables
are used in causal
designs
which
measure the effect of
independent
variables
to
the
dependent variables,
like the effect of sex
(independent
variable) to students
language
achievement
at
school
(dependent
discussion
vii
Sampling
Describe
the
meaning of sampling
Distinguish between
a sample and a
population
Explain
what
us
meant by random
sampling,
and
describe briefly three
variable).
Explain
what
a
hypothesis is and
formulate
two
hypotheses
that
might
be
investigated
in
education.
Name two research
questions
as
hypotheses.
A sample in a
research study is the
group
on
which
information
The larger group to
which one hopes to
apply the results is
called the population
A simple random
Discussion
Presentati
on
Question
and
answer
The score
or
grade
for
the
subject will
determined
on
the
bases
of
scores
achieved
viii
ways of obtaining a
random sample
Describe
random
sampling
Describe
stratified
random sampling
Describe
clustered
random sampling
Describe purposive
sampling
by
the
students:
In
the
present
ation
In
the
particip
ation of
discussi
on
ix
Purposive sampling
is
different
from
convenience
sampling
in
that
researchers do not
simply study whoever
is
available
but
rather
use
their
judgment to select a
sample that they
believe, based on
prior
information,
will provide the data
they need.
3
Experimental
Research
Describe
Experimental
Research
in
Language Learning
Describe the purpose
Experimental
research manipulates
and
controls
the
cause variable and
proceeds to observe
the change in the
Discussion
Presentati
on
Question
and
The score
or
grade
for
the
subject will
determined
on
the
Correlational
research
of
experimental
research
Describe types of
experimental
research
effect variable
Types
of
experimental
research
(true
experimental, quasiexperimental,
and
pre-experimental)
Factorial designs
answer
Describe
the
meaning
of
correlational
research
Describe the purpose
of
correlation
research
Basic
Steps
in
Correlational
research is one of
the
descriptive
reserach
designs
used to measure the
correlation between
two
or
more
continous variables.
Correlationals
Discusssio
n
Presentati
on
Question
and
answer
bases
of
scores
achieved
by
the
students :
In
the
present
ation
Students
participat
ion
in
class
The score
ot
grade
for
the
subject will
determined
on
the
bases
of
scores
achieved
xi
Correlational
Research
Survey
Describe
the
by
the
students :
In
the
presentati
on
In
the
participati
on
of
discussion
Discussion
The
score
xii
Research
meaning of survey
research
Describe three type
of survey research
conducted
in
educational research
Describe the purpose
of survey research
Explain the steps in
survey research
often interested in
the opinions of a
large
group
of
people
about
a
particular topic or
issue. They ask a
number of questions,
all related to the
issue, to find answer.
Three type of survey
research
are
conducted
in
educational research
(cross-sectional
surveys, longitudinal
survey)
The steps in survey
research
(defining
the
problem,
identifying the target
population, choosing
Presentati
on
Question
and
answer
or
grade
for
the
subject will
determined
on
the
base
of
scores
achieved
by
the
students:
In
the
present
ation
lass
particip
ation
xiii
Qualitative
Research
Qualitative research
is a process of
inquiry aimed at
understanding
human behavior by
building
complex.
Holistic picture of the
social and cultural
setting in which such
behavior occurs.
It
does
so
by
analyzing
words
Discussion
s
Presentati
on
Question
and
answer
The score
of
grade
for
the
subject will
determined
on
the
bases
of
scores
achieved
by
the
students :
In
the
xiv
Research
present
ation
Class
particip
ation
xv
Ethnographic
Research
Explain
what
is
meant by the term of
ethnographic
research
or picture rather
than numbers.
3. qualitative
researcher
are
concerned
with
process as well as
product
4. Qualitative
researchers tend
to analyze their
data inductively.
5. How people make
sense out of their
lives is a major
concern
to
qualitative
researchers.
Ethnographic
research focuses on
the study of culture
Researcher
use
Discussion
Presentati
on
The score
or
grade
for
the
subject will
xvi
Describe
the
characteristic
of
ethnographic
research
Describe
some
guidelines
of
ethnographic
research
and
interview
Describe sampling in
qualitative research
Describe types of
purposive sampling
Question
and
answer
determined
on
the
bases
of
scores
achieved
by
the
students:
In
the
present
ation
Chapter
Report
Class
Participa
tion
xvii
Historical
Research
Describe
the
meaning of historical
research
Describe the purpose
of historical research
Explain
kinds
of
questions
are
pursued
through
historical research
sample)
Historical research
concentrates
exclusively on the
past
The purposes of
historical research:
1. To make people
aware of what
has happened in
the past so they
may learn from
past failures and
successes.
2. To learn how
things were done
in the past to see
if they might be
applicable
to
present-day
problems
and
Discussion
Presentati
on
Question
and
answer
The score
or
grade
for
the
subject will
determined
on
the
bases
of
scores
achieved
by
the
students:
In
the
present
ation
Chapter
Report
Class
Participatio
n
xviii
concerns.
3. To
assist
in
prediction
4. To
test
hypotheses
concerning
relationship
or
trends.
Many
inexperienced
researcher tend
to
think
of
historical
research
as
purely descriptive
in nature.
5. To
understand
present
educational
practices
and
policies
more
fully.
xix
Action
research
Discussio
n
Presentat
ion
Question
and
answer
summary
the score
of grade
for
the
subject
determine
d on the
bases of
scores
achieved
by
the
students:
In the
present
ation
In
writing
the
xx
obtaining
the
necessary
information
to
answer
the
question,
(3)
analyzing
and
interpreting
the
information that has
been gathered, and
(4) developing a
plan of action
Some
of
the
advantages
of
action research:
1. It can be done by
almost
any
professional, in
any
type
of
school, at any
grade level, to
investigate
just
summa
ry
of
each
topic,
Class
particip
ation
of
discussi
on
xxi
2.
3.
4.
5.
xxii
10
Research and
Development
(R&D)
Describe
the
educational
research
and
development
Explain the process
of
educational
research
and
development
of
researchoriented
individuals within
the school it self
Educational
research
&
development is a
research
design
aimed
at
developing
educational
products
The
process
of
educational
Research
and
Development:
1. Classroom
problem related
to
instructional
supporting
documents
Discussio
n
Presentat
ion
Write a
summary
of each
topic
Question
and
answer
The score
or grade
for
the
subject
will
determine
d on the
bases of
scores
achieved
by
students:
In the
present
ation.
Class
particip
xxiii
2. Theories,
principle,
or
criteria
of
instructional
3. The
selected
instructional
documents
or
assessment
instrument
4. The product is
reviewed closely
5. The product is
validated
to
related expert
6. The instructional
product is tried
out
7. The final product
is published
ation
xxiv
xxv
CHAPTER I
VARIABLE
Objectives
Studying this chapter should enable you to:
1. Describe what is meant by the term variable
2. Explain types of variables
VARIABLE
3. Hypothesis
4. Advantages and disadvantages of stating
research questions as hypotheses
A. What is a Variable?
A variable is a concepta noun that
stands for variation within a class of objects,
such as
chair, gender, eye color,
5) When
does
confounding
variable
become
variable?
C. Hypothesis
A hypothesis is, simply put, a
prediction of the possible outcomes of a
study (Fraenkel and Wallen, 2009: 45). A
hypothesis is merely a proposition that is
presented or put forward by a scientist to
explain a natural phenomenon. A hypothesis
is a suggested solution for an unexplained
occurrence that does not fit into current
accepted scientific theory. The basic idea of a
hypothesis is that there is no pre-determined
outcome. For a hypothesis to be termed a
scientific hypothesis, it has to be something
that can be supported or refuted through
carefully
crafted
experimentation
or
observation.
The research hypothesis is a paring
down of the problem into something testable
and falsifiable. In the aforementioned
example, a researcher might speculate that
the decline in the fish stocks is due to
prolonged over fishing. Scientists must
generate a realistic and testable hypothesis
around which they can build the experiment.
10
11
CHAPTER II
SAMPLING
Objectives
Studying this chapter should enable you to:
1. Describe the meaning of sampling
2. Distinguish between a sample and a
population
3. Explain what us meant by random sampling,
and describe briefly three ways of obtaining a
random sample
SAMPLING
4. Describe random sampling
5. Describe stratified random sampling
6.
clustered random sampling
A. The DefinitionDescribe
of Sampling
7. Describe purposive sampling
Most people, we think, base their
conclusions about a group of people
(students, Republicans, football players,
13
14
15
C. Random Sampling
A sampling method in which all
members of a group (population or universe)
have an equal and independent chance of
being selected.
1. Systematic Random Sampling
Systematic Random Sampling is a random
sampling technique which is frequently
chosen by researchers for its simplicity and its
periodic quality.
In systematic random sampling, the
researcher first randomly picks the first item
or subject from the population. Then, the
researcher will select each n'th subject from
the list.The procedure involved in systematic
random sampling is very easy and can be
16
done
manually.
The
results
are
representative of the population unless
certain characteristics of the population are
repeated for every n'th individual, which is
highly unlikely.
The
process
of
obtaining
the
systematic sample is much like an arithmetic
progression.
1) Starting number: The researcher selects
an integer that must be less than the total
number of individuals in the population.
This integer will correspond to the first
subject.
2) Interval: The researcher picks another
integer which will serve as the constant
difference between any two consecutive
numbers in the progression.
3) The integer is typically selected so that the
researcher obtains the correct sample
size.
For example, the researcher has a
population total of 100 individuals and need
12 subjects. He first picks his starting
number, 5. Then the researcher picks his
interval, 8. The members of his sample will
be individuals 5, 13, 21, 29, 37, 45, 53, 61,
69, 77, 85, 93.
17
18
2) Researchers
also
employ
stratified
random sampling when they want to
observe existing relationships between
two or more subgroups. With a simple
random
sampling
technique,
the
researcher is not sure whether the
subgroups that he wants to observe are
represented equally or proportionately
within the sample.
3) With stratified sampling, the researcher
can representatively sample even the
smallest and most inaccessible subgroups
in the population. This allows the
researcher to sample the rare extremes of
the given population.
4) With this technique, you have a higher
statistical precision compared to random
sampling. This is because the variability
within the subgroups is lower compared
to the variations when dealing with the
entire population.
5) Because this technique has high statistical
precision, it also means that it requires a
small sample size which can save a lot of
time, money and effort of the researchers.
D. Cluster Random Sampling
19
20
21
22
CHAPTER III
EXPERIMENTAL
RESEARCH
Objectives
Studying this chapter should enable you to:
1. Describe Experimental Research in Language
Learning
2. Describe
the
purpose
of
experimental
EXPERIMENTAL RESEARCH research
3. Describe types of experimental research
A. Definition of Experimental Research
23
of
Experimental
24
25
26
27
28
3) Pre-Experimental Research
According to Latief (2014: 96),
sometimes an experimental research is
conducted without control group. Based on
Nunan (2003: 41), said that preexperimental may have pre- and post
treatment tests, but lacks a control group.
Experimental group is also known as the
treatment group, the group of participants
with whom the innovation or treatment is
applied. The experimental group is where
change of some sort will be compared with
the performance in the control group.
In this research, the group is given a
pre-test before experimental treatment. After
the treatment is finished, the posttest
administered to see the achievement. The
effectiveness of the instructional treatment is
measured by comparing the average score of
pre-test and the post-test. When it turns out
that the post test over score is significantly
higher than the average score of the pretest,
29
30
31
CHAPTER IV
CORRELATIONAL
RESEARCH
Objectives
Studying this chapter should enable you to:
1. Describe the meaning of correlational
research
CORRELATIONAL
RESEARCH
2. Describe the purpose
of correlation research
3. Basic Steps in Correlational Research
A. Definition of Correlational Research
Correlational research is used to
measure the relationship between two or
more variables. According to Latief (2014:
33
34
35
2. Prediction Studies
A second purpose of correlational
research is prediction. If a relationship of
sufficient magnitude exists between two
variables, it becomes possible to predict a
score on one variable if a score on the other
variable is known. Researchers have found,
for example, that high school grades are
highly related to college grades. Hence, high
school grades can be used to predict college
grades. We would predict that a person with
a high GPA in high school would be likely to
have a high GPA in college. The variable
that is used to make the prediction is called
the predictor variable; the variable about
which the prediction is made is called the
criterion variable.
Prediction studies are also used
todetermine the predictive validity of
measuring instruments.
3. More Complex Correlational Techniques
a. Multiple Regression
Multiple regressions are a technique
that enables researchers to determine a
correlation between a criterion variable and
the best combination of two or more
predictor variables.
36
37
38
39
40
41
CHAPTER V
SURVEY
RESEARCH
42
SURVEY RESEARCH
A. Definition of Survey Research
Survey research design is typically
used to describe opinions, attitudes,
preferences, and perceptions of people of
interest to the researcher (Latief, 2014: 124).
Isaac & Michael (quoted by Glasow,
2005: 5) Survey research is used to answer
questions that have been raised, to solve
problems that have been posed or observed,
to assess needs and set goals, to determine
whether or not specific objectives have been
met, to establish base lines against which
future comparisons can be made, to analyze
trends across time, and generally, to describe
43
what exists, in
context.
44
45
46
47
48
49
50
51
52
CHAPTER VI
QUALITATIVE
RESEARCH
53
QUALITATIVE RESEARCH
A. The Meaning of Qualitative Research
Qualitative research is a process of
inquiry aimed at understanding human
behavior by building complex, holistic
pictures of the social and cultural settings in
which such behavior occurs. It does so by
54
55
56
57
58
59
to
whatever
emergeslack
of
predetermined
constraints
on
outcomes.
2. Inductive
analysis
3. Holistic
perspecti
ve
Immersion
in
the
details and specifics
of the data to discover
important categories,
dimensions,
and
interrelationships;
begin by exploring
genuinely
open
questions rather than
testing
theoretically
derived
(deductive)
hypotheses.
The
whole
phenomenon under
study is understood as
a complex system that
is more than the sum
of its parts; focus is
on
complex
interdependencies not
meaningfully reduced
to a few discrete
variables and linear,
cause-effect
60
4. Qualitative
data
5. Personal
contact
Insight
relationships.
Detailed,
thick
description; inquiry in
depth;
direct
quotations capturing
peoples
personal
perspectives
and
experiences.
The researcher has
direct contact with
and gets close to the
people,
situ4ation,
and
phenomenon
under study;
and
61
researchers personal
experiences
and
insights
are
an
important part of the
inquiry and critical to
understanding
the
phenomenon.
6. Dynamic
systems
Attention to process;
assumes change is
constant and ongoing
whether the focus is
on an individual or an
entire culture.
62
8. Context
sensitivity
temporal
context;
dubious
of
the
possibility
or
meaningfulness
of
generalizations across
time and space.
63
9. Empathic
neutralit
y
10. Design
flexibility
Complete objectivity is
impossible;
pure
subjectivity undermines
credibility;
the
researchers passion is
understanding the world
in all its complexitynot
proving something, not
advocating,
not
advancing
personal
agendas,
but
understanding;
the
researcher
includes
personal experience and
empathic insight as part
of the relevant data,
while taking a neutral
nonjudgmental stance
toward
whatever
content may emerge.
Open
to
adapting
inquiry
as
understanding deepens
and/or
situations
change; avoids getting
locked into rigid designs
that
eliminate
responsiveness; pursues
new paths of discovery
as they emerge.
64
65
66
67
In
qualitative
research,
interpretations are made continuously
throughout the course of a study. Whereas
quantitative researchers usually leave the
drawing of conclusions to the very end of
their research, qualitative researchers tend
to formulate their interpretations as they go
along. As a result, one finds the researchers
conclusions in a qualitative study more or
less integrated with other steps in the
research process.
68
CHAPTER VII
ETHNOGRAPHIC
RESEARCH
Objectives
Studying this chapter should enable you to:
1. Explain what is meant by the term of
ethnographic research
2. Describe the characteristic of ethnographic
research
3. Describe someRESEARCH
guidelines of ethnographic
ETHNOGRAPHIC
research and interview
4. Describe sampling in qualitative research
A. Definition of
5. Ethnographic
Describe types Research
of purposive sampling
Ethnography research is a form of
research focusing on the sociology of
meaning through close field observation of
69
70
71
72
73
74
75
76
CHAPTER VIII
HISTORICAL
RESEARCH
Objectives
Studying this chapter should enable you to:
1. Describe the meaning of historical research
2. Describe the purpose of historical research
3. Explain kinds of questions are pursued
through historical research
77
HISTORICAL RESEARCH
A. Definition of Historical Research
The study of history is often regarded
and studied as a detached endeavor, a quest
for facts through an objective disposition.
Historical writing tends to encapsulate a
grand narrative, one that explains the events
of the past without agents or producers of
knowledge; both technicist and positivistic
language usually frame such historical
writing.
Historiography exposes the frames
and parameters of historical writing in order
to further ones understanding of the
circumstances of the past. Historiography
offers a method of intervention in the
comprehension of and living in socio-cultural
political events. It is the careful study of
historical writing and the ways in which
historians interpret the past through various
theoretical lenses and methodologies.
Historical research can contribute to
evidence-informed
policy
development;
however, it is underused by Canadian
governments. The historical method involves
the use of existing data sources to examine
79
80
81
82
CHAPTER IX
ACTION
RESEARCH
Objectives
Studying this chapter should enable you to:
1. The definition of action research
2. The purpose of action research
The steps involved in action research
ACTION3.RESEARCH
A. Definition of Action Research
84
85
86
87
the
88
89
90
91
92
CHAPTER X
THE
EDUCATIONAL
RESEARCH AND
DEVELOPMENT
(R&D)
93
developing
educational
products,
like
curriculum, syllabus, textbooks, instructional
media, modules, assessment instruments, etc.
this research design is often referred to R&D.
the problem might occur because for some
example, the existing textbooks is out of date;
it is not appropriate anymore to the recently
growing theory of language learning, it does
not accommodate the latest curriculum, or
the students learning achievement is not as
high as expected.
Some people interpret R&D as
consisting of two related activities, research
first to assess the classroom problems, and
then followed by the activities of developing
the educational products. This interpretation
is not completely correct. R&D is a name of
one research design involving the classroom
problems, studying recent theories of
educational product development.
B. The Purpose of Educational Research
and Development
The
scientific
research
and
development of educational systems has
increased in importance over the past
several decades. In education as in other
fields, political and administrative entities
are increasingly in need of scientific findings
as a basis for decision making; they also
94
95
2.
3.
4.
5.
6.
96
97
REFERENCES
Fraenkel, Jack R., & Wallen, Norman E.
(2009). How To Design And Evaluate
Research In Education. New York:
McGraw-Hill.
Glasow , Priscilla A. (2005). Fundamentals of
Survey
Research
Methodology.
Washington: MITRE Department.
Latief, Muhammad Adnan. (2014). Research
99
possible
125
Name : Nurmaisa
NPM : 2115028P
Quote : You never know if you
never child, you cant believe if
you never stop your hoping. Run
and get your success
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