A Guideline for Experimental Research

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A GUIDELINE for CONDUCTING EXPERIMENTAL RESEARCH Anggiat Mananda Hutabarat This paper is aimed at providing a guideline of writing a thesis using experimental method. Experimental research is a type of research investigating the cause-effect relationship by manipulating one or more variables in one or more experimental groups and compared them with those not manipulated. By this guideline, students are expected to be able to know what they have to do in planning and conducting their experimental research. The guideline contains the components and descriptions of each component in five chapters. To all students taking such a type of research, it is suggested to use these components as patrons. Learn and understand each before you start. CHAPTER I INTRODUCTION Chapter I should contain some of these basic components, including: Background of Problems, Problem Formulation, The Research Objectives, and The Significance of Research. The following are the descriptions of each component. A. Background of Problem: contains the description of field conditions with descriptions of the problem, by using data supports that describe the problem. To solve the problem action or treatment is required applying a (new) method to be tested. In addition, the background of problem should describe one or more methods previously performed do not work By using the new method to be used and tested results a positive effect on particularly expected outcomes. B. Problem Formulation: (expected in question sentence): For examples: (1) Are there differences in vocabulary improvement between students taught in word-game methods and those taught in the memorization method? (2) Is there a relationship between attitudes toward the vocabulary improvement. The problems should be formularized in general. To make it clearer, the problem formulation is made through the title of the research. C. The Research Objective: (adjusted to the formulation of the problem) D. Significances of Research: (adjusted to those expected; however, the researcher can develop it.)

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CHAPTER II THEORITICAL, CONCEPTUAL FRAMEWORKS, AND HYPOTHESIS As mentioned in the title, this chapter contains all components related to theories both concerned with the research and the conceptual framework as well as the hypothesis. A. Theoretical Framework In this part you are suggested to propose some relevant theories and references with both the dependent and independent variables of the title of research you are taking. Then, you have to describe the relations of the two types of variables. You have to argue theoretically that through the action or treatment you are going to do is enabled to result positive effect on the outcomes expected. To meet this aim, you have to describe in details the relation between the variables clearly, the dependent and independent variables. B. Conceptual Framework Conceptual framework figures out that the method or technique to use affects better than the previously-used methods or techniques. C. Hypothesis Propose a hypothesis to be tested in the experimental research. The hypothesis is divided into two, the null hypothesis (Ho) and the alternative hypothesis (Ha). The Ho should indicate that the method or technique to be tested does not significantly affect the dependent variable. Whereas, the Ha should indicate that the method or technique to be tested significantly affect the dependent variable.

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CHAPTER III RESEARCH METHODOLOGY Chapter III describes the design of the experiment or treatment, covering: A. Specific Research Objectives This section is aimed at proposing the specific objectives of the research. Compared to the research objective in Chapter I, this part presents some objectives derived from the problem formulation or research objective in Chapter I. The following examples may help present it. Problem Formulation: Are there differences in vocabulary improvement between students taught using word-game method and those taught using the memorization method? Research Objective: To collect data to find out the differences in vocabulary improvement between students taught using word-game method and those using the memorization method. Based on the problem formulation and research objective, we can draw some specific research objectives in Chapter III by stating: The research was conducted to reveal data related to: 1. The improvement level of students’ vocabulary taught using word-game and memorization methods. 2. The students’ motivation in learning vocabulary taught using the word-game and memorization methods. 3. The effectiveness of word-game and memorization methods in improving students’ vocabulary. B. Research Method This section mentions the method used in the research, experimental method. In addition, in this section describes how the method is implemented (research design) (e.g.: two groups, one of which is the control group, and the other is experimental group (given both pre-test and post-test); or one group, first of which was given a pre-test, and the next was given (a) post-tests). The former occurs when the research is finding the comparisons of two methods (using: mean test); while the other one is when the research is trying to find the improvement or increase level (using: regression or normality). C. Research Design
Research design may simply be referred to experimental design with definable steps that all related or needed information for the problem in the research can be collected factually. In other words, research design is complete steps to take far before the experiment is conducted in order the expected data can be collected, objectively analyzed and result in conclusion appropriately means as the answers to the problems. In general research design in experimental research in teaching learning process to improve students’ outcomes covers: a) Treatments by Levels Designs; and b) Treatment by Matched Groups Designs. a. Treatment by Levels Designs This design is used when the observable participants or members are stratified. This type is used when there are members with higher level than the others. Such a condition is taken in high consideration in

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experimental research due to the fact that it can interfere the result of the experiment. Besides, the other possible variable affecting the result of experiment should be given a regard. b. Treatment by Matched-Group Designs This type is the most used designed, especially teachers in testing the effectiveness of a method or technique compared to another method or technique. Data for this research design can be taken from documents, questionnaires, pre-test and post-test of the members/students. The major point to consider in matching group is controlling the external factors in order not to interfere in the experiment. Matching can be conducted by t-test analysis or pre-test, that is to test the differences between the experimental and control groups. If there are differences, the experiment should not be made to go on. In other words, experiment can be conducted when the two groups share in common.

C. Population and Sample This section presents the population and the sampling of the research. Population may be defined as a set (or collection) of elements possessing one or more attributes of interest. Sample is those representing the population researched. In general sample is taken using one of two major techniques: 1) random sampling (probability sampling) technique; and 2) non-random sampling (non-probability sampling) technique. You can choose the appropriate technique in your research. 1. Probability Sampling Technique This technique is a sampling technique that serves the same opportunity to each member of the given population to take into the members of the sample. Probability sampling covers: a) simple random sampling; b) proportionate stratified random sampling; c) disproportionate stratified random sampling; and d) area (cluster) sampling a. Simple Random Sampling It is said simple because the member sampling of a given population is randomly conducted. Besides, it is done without any stratum within the population. Simple random sampling is illustrated as follows:

Homogenous/ relative population

randomly taken

Representative sample

b. Proportionate Stratified Random Sampling This technique is used when the given population does not consist of homogenous and is with proportionate strata. c. Disproportionate Stratified Random Sampling This technique is used to determine the size of sample when the population is with strata but disproportionate.

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d. Cluster sampling (Area Sampling) This technique is used when the sampling is depended on a particular area. 2. Nonprobabbility Sampling This sampling technique is used when there is no the same opportunity given to each member of the population to be taken as sample. This type of sampling technique is comprised of: a) systematic sampling; b) quota sampling; c) incidental sampling; d) purposive sampling; e) saturated sampling; and snowball sampling. a. Systematic Sampling . . . is a sampling technique basing the order of the members of population by giving numbers (e.g.: population with 100 members). To make it clearer, see the following chart:

POPULATION 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 SAMPLE 3 6 9 12 15 18 21 24 27 30 33 36 39

Diambil secara sistematis

b. Quota Sampling . . . is a technique used to determine sample with a particular characteristic in a planned number (quota). c. Incidental Sampling . . . is a technique based on incidence, that is any member incidentally found by researcher to put into sample. However, the members should be in accordance with the data expected. d. Purposive Sampling . . . is a sampling technique based on a particular consideration or condition. e. Saturated Sampling . . . is a sampling technique when all members of the population are taken as sample. f. Snowball Sampling . . . is a sampling technique ranged from the small to greater number of members. D. Research Instrument This section presents the instrument used to collect the data in the research. The instrument can be in test and non-test and/or questionnaires or interview to support and strengthen the analysis phase of data.

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E. Validity and Reliability Validity and reliability are two techniques to test the instruments used. Validity is referred to instrument condition that the instrument is accurately used to measure what it should measure. Reliability may be defined as the applicability of an instrument to measure a particular that to be measured. F. Data Analysis Technique Data can be analyzed through descriptive, normality and homogeneity test, and hypothesis test techniques. G. Research Procedures (starting from the planning study to determine the experimental and control groups, determining the implementation of the treatment, the materials and method/technique to implement, the ways to overcome possible errors (if exist) in order to avoid the deviation from the expected result. H. Time and Duration of Research Presenting when the research started and completed as well as the estimated length of time taken to complete the research.

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CHAPTER IV RESEARCH RESULTS AND DISCUSSION A. Description of Research Results 1. Provide an overview of the subjects researched, accompanied by the real conditions of each group (experimental and control) during the experiment took place. 2. Pointed out the changes that happen to the respondents, (classroom) environment, teachers themselves, the motivation/interest in learning, and learning outcomes for the treatment imposed on the experimental group. 3. Data are presented in the form of narrative/description, tables or charts. 4. Present research data for each group as the basis of your analysis with some relevant information or description. 5. Put forward the results of the data analysis or processing of the experimental results. 6. Point out the differences between the results of the action in the experimental group (with method A) with the control group (by method B). 7. At the conclusion of the analysis when it has been proven statistically that there are significant differences in results between the two methods/techniques, meaning that the results of one method is better than the other method. B. Discussion Give clarity to the discussion to strengthen the results of the analysis, by providing a variety of supporting logical arguments.

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CHAPTER V CONCLUSION, IMPLICATIONS, AND SUGGESTIONS A. Conclusion Present the conclusion of the research results in accordance with the objectives or the problems in the research that have been mentioned previously and that based on the analysis presented in Chapter IV B. Implications Imply the results of research and the research objectives on the background of the major areas of the research. C. Suggestions Provide suggestions and follow-up based on the conclusions concerning both positive and negative aspects. REFERENCES Contains all sources of references used ONLY in this study using APA styles. APPENDIX Appendix contains all of the instruments used (from interview guides, observation guides, questionnaires, test scores, etc.), samples of students’ works, research data, the print-out analysis, attendance lists, letter of research permits, and other necessary evidences.

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