QUESTION

1) QINTHARA
2) FANISA
3) ROIDATUN
 QUANTITATIVE RESEARCH DESIGN

“Experimental Research”

Lecturer :

Desi Puspitasari, M.Pd.

Created by 3rd group :

Agus Setiawan (210917104)

Khamim mufidah (210917102)
Rina Wafirotur R (210917097)
Shofia Maratus S (210917088)
Yolanda Roswitasari (210917098)
TBI-C

ENGLISH EDUCATION DEPARTMENT FACULTY OF

EDUCATION AND TEACHER TRAINING STATE

INSTITUTE FOR ISLAMIC STUDIES PONOROGO

2019
 INTRODUCTION

I. Background of paper
Experimental research has had a long tradition in psychology and education.
When psychology emerged as an infant science during the 1900s, it modeled its research
methods on the established paradigms of the physical sciences, which for centuries relied
on experimentation to derive principals and laws. Subsequent reliance on experimental
approaches was strengthened by behavioral approaches to psychology and education that
predominated during the first half of this century. Thus, usage of experimentation in
educational technology over the past 40 years has been influenced by developments in
theory and research practices within its parent disciplines.
Experimental research manipulates and controls the cause variable and proceeds
to observe the change in the effect variable. There are several types of experimental
research. Some of them, are true experimental, auasi experimental, and pre experimental
. Designing a research study requires making a number of decisions on the steps
you will take to answer your research question(s). Like an architect, you need to prepare
a blueprint for your project. If you have ever met with an architect before, you know that
the process usually starts with a lot of questions.
II. Problem Formulation
a) What the purpose of experimental research ?
b) What types of experimental research ?
III. Purpose of Paper
a) To understand the purpose of experimental research
b) To understand about types of experimental research
 EXPERIMENTAL RESEARCH

A. The Purpose of Experimental Research.

Experimental research seeks to determine abrelationship between two (2)
variables—the dependent variable and the independent variable. After completing an
experimental research study, a correlation between a specific aspect of an entity and the
variable being studied is either supported or rejected
B. Type of Experimental Research
Some of the types of the experimental design discussed here include true
experimental, quasi experimental, Pre-experimental or factorial Design.
1. True Experimental Designs
In a true experimental research, the researcher has access to random
selection of the samples and random assignment of the sample into experimental
and control group to ensure the equivalence of group and to control for many
interfering variables that might otherwise contaminate the result of the
investigation.
A true experiment is thought to be the most accurate experimental
research design. A true experiment is a type of experimental design and is thought
to be the most accurate type of experimental research. This is because a true
experiment supports or refutes a hypothesis using statistical analysis. A true
experiment is also thought to be the only experimental design that can establish
cause and effect relationships.
This true-experimental research design can be used with Pretest-Posttest
Control –Group Design or Posttest-only Control-Group Design. The example
procedure for Pretest-Posttest Control Design involves the following steps:
1) Define the accessible population of the research (e.g. all the registered 1st year
students of State Senior High School One in Malang)
2) Randomly select a number of the members of the population as the sample
(e.g. 100 student out of all the 1st year students of State Senior High School
One in Malang )
 3) Randomly select one half of the members of the sample and assign them into
group A and assign the rest into group B (e.g. 50 students of group A and
student of group B)
4) Give pretest to assess the level of knowledge or skills of group A and group
B. Analyze the result of the pretest to ensure that the average scores of two
groups are not significantly different.
5) Randomly assign one of the groups into the Experimental group and the other
one into the Control group.
6) Give the experimental treatment to the experimental group and the control
treatment to the Control group.
7) Give a posttest to assess the result of the treatments of both groups.
8) Compute the difference between the average score of the Experimental group
and control group.

2. Quasi experimental
A quasi-experimental design by definition lacks random assignment, however.
Assignment to conditions (treatment versus no treatment or comparison) is by means of
self-selection (by which participants choose treatment for themselves) or administrator
selection (e.g., by officials, teachers, policymakers and so on) or both of these routes. 1 A
quasi-experiment is simply defined as not a true experiment. Since the main component
of a true experiment is randomly assigned groups, this means a quasi-experiment does not
have randomly assigned groups.2

In education settings, very often it is not possible to select the sample randomly
out of all the population students. When the researcher can only randomly different
treatments to two different classes, the researcher uses quasi-experimental research
design (Charles,C.M.1995: 247). The procedure in quasi-experimental research involves
fewer steps than the true experimental research as follows.3

Define the accessible population of the research (e.g. all the registered 1 year of state
Senior high School One in Malang)

1
Shadish, William R., et al., Experimental and Quasi-Experimental Designs for Generalized Causal Inference,
Houghton Mifflin Company, Boston, 2002, p. 14.

2
https://study.com/academy/lesson/quasi-experimental-designs-definition-characteristics-types-examples.html
3
Latief, Mohammad Adnan. 2013. Research Methods On Language Learning An Introduction. Malang: UM Press.
 Select two classes out of all the existing classes which are of equivalent level (e.g. class
1-C and class 1-F of state senior high school One in Malang).

Randomly select one of the classes into Experimental group and the other one into the
Control group (e.g. Class 1-C as the Experimental group and Class 1-F as the Control
group)

Give the experimental treatment to the experimental group and the control treatment to
the Control group.

Assess the result of the treatments of both groups

Compute the difference between the overage score of the Experimental group and the
Control group.

Advantages and disadvantages of quasi-experimental designs

The advantages of quasi-experimental design fall mainly on its applicability, as a

true experiment requires a rigor often impossible to be followed in certain situations in
the context of nursing.

The main disadvantage is the reduced potential for widespread, with less
conclusive results. Thus, the causal relationship cannot be made as safe way as in the true
experiment.The validity of quasi-experimental designs is limited and there is great
potential for bias.

In this type of study, it is common the presence of competing hypotheses that

could explain the results, because besides the intervention applied, other factors may be
related to the outcome obtained, which weakens the causal relationship of intervention.4

3. Pre-Experimental Research

Sometimes an experimental research is conducted without a control group. In this

research the group is given a pre-test before the experimental treatment. After the
treatment is finished, the post-test is administered to see the achivement. The
efffectivness of the instructional treatment is meassured by comparing the average score
of the pre-test and the post-test. When it truns out that the post-test average score
significantly have higher than the average score of the pre-test, than it is concluded that
the instuctional treatment is effective. Another name for this pre- experimental design is
one group pre-test, post-test design (Borg, W.R,.Gall, M.D.1989:670)). This pre-

4
https://pdfs.semanticscholar.org/8b15/4b22af9bbee8a9178c8b54dec0a07cf21e72.pdf
 experimental research can be done to investigated,for example, the effectivness of the one
semester intensive english course for freshmen of english department state universityof
malang, the effectiveness of bilingual classes in science classes in SMAN 3 Malang. The
effectiveness of a master deggree training for English teachers teaching in Islamic High
Schools.5

Cohen, L. & Manion, gives an example of pre-experimental research as follows a

grow of subject are given a test on the attitudes to words minority groups. Science the
result of the pre-test shows that the subject tolerant to word minority groups is still very
low, a ten week curriculum project designed to increase tolerance of etnic minorities is
introduced as an experimental manipulation. Following the experimental treatment the
reseacher has again measure group attitude an proceded to account for deferences
between pre-test an post-test course by reference to the effect of the treatment.
The weekness of pre-experimental research is the lack of a comparative group to
control for interfering variable that might contaminated the result of the research. 6
It is said Pre-Experimental Design because, this design is not yet a real
Experiment, because it is still an external variable which is questioned about the
formation of Dependent Variables. This can occur because of the absence of control
variables, the sample is not chosen randomly.
There are several types of Pre-Experimental forms :
1. One Shot Case Study
A single group is studied at a single point in time after some treatment that is
presumed to have caused change. The carefully studied single instance is compared to
general expectations of what the case would have looked like had the treatment not
occurred and to other events casually observed. No control or comparison group is
employed.
The paradigm in Experimental Research this model can be described as follows:
X = Treatment provided (Treatment yang diberikan)
(Variabel Indepent)

5
Borg, W.R., Gall, M.D. (1989) Educational Research: iAn Introductic (5thEd) White Plains: Longman Inc.
Hlm. 670
6
Chohen,. L., Manion,L.(1994) Research methods in Education (4th) (Ed). New york: Routledge. Hlm 165.
 O = Observation
( Variabel Dependent)
The experimental model can be read as follows: there is a group given treatment
and then the results are observed (Treatment are as Independent Variables and the results
are as Dependent Variables). Example: Effect of AC (X) classrooms on student learning
endurance (O).
There is a group of students who use an air-conditioned room then after learning
endurance is measured by comparing the endurance of sebeluk using AC with endurance
after using AC, for example before using an air-conditioned classroom the learning
endurance every day is 4 hours, after using AC power endurance of learning is 6 hours,
so the effect of air-conditioned classrooms on student learning endurance is 6-4 = 2
hours.
2. One Group Pretest-Posttest Design
A single case is observed at two time points, one before the treatment and one
after the treatment. Changes in the outcome of interest are presumed to be the result of
the intervention or treatment. No control or comparison group is employed.
In this design there is a Pretest, before being given a treatment, thus the results of
the treatment can be known to be more accurate because it can compare with the situation
before being given a treatment, this design can be described as follows:

O1 = Pretest Value (Nilai Pretest)

(Sebelum diberi diklat)

02 = Pos-ttest Value (Nilai Post-test)

(Sesudah diberi diklat)

The influence of education and training on employee work performance = (O2 - O1).

3. Static -Group Comparison

A group that has experienced some treatment is compared with one that has not.
Observed differences between the two groups are assumed to be a result of the treatment.
 In this design there is one group that is used for research, but divided in half,
namely half the group for the Experiment (is given treatment) and half for the control
group (which is not treated). The research paradigm can be described as follows:

O1 = The results of the measurement of half the group treated.

(Hasil pengukuran setengah kelompok yang diberi perlakuan).

O2 = The results of the measurement of half the group not treated.

(Hasil pengukuran setengah kelompok yang tidak diberi perlakuan.)

Effect of treatment = O1 - O2

Example:

A study was conducted to determine the effect of the demonstration method on

student learning achievement in welding practice lessons at SMK There are four classes
that practice welding. Of the four classes, two classes were given lessons by the
demonstration method (O1) and two classes by lecture motive (O2). After three months,
learning achievement is measured. If the achievements / competencies of students taught
by the lecture method, then the demonstration method has a positive effect on teaching
learning practices. (O1-O2).7

4. Pre-Experimental Designs for Description

Descriptive research can provide data for monitoring and evaluating policies and
programs. These designs are concerned with how to answer questions such as:

-how many?

-how much?

-how efficient?

-how effective?

7
Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif Kualitatif Dan R&D, (Bandung:
Alfabeta, 2016), Cet. 24, h. 108-111
 Advantages
As exploratory approaches, pre-experiments can be a cost-effective way to
discern whether a potential explanation is worthy of further investigation.
Disadvantages
Pre-experiments offer few advantages since it is often difficult or impossible to
rule out alternative explanations. The nearly insurmountable threats to their validity are
clearly the most important disadvantage of pre-experime.

CONCLUSION
The experiment, especially the true experimental design is often the measure of choice
when attempting to determine a cause and effect relationship. Utilizing randomization and the
pre-testing and post-testing of both an experimental group and a control group allows us to
control for more confounding variables than any other research method. These confounding
variables, when not addressed, can often result in inaccurate findings.

The Quantitative research devide into three(3) types :

1). True Experimental research
2). Quasi Experimental research
3). Pre Experimental research
1) True Experimental research: In a true experimental research, the researcher has access to
random selection of the samples and random assignment of the sample into experimental
and control group to ensure the equivalence of group and to control for many interfering
variables that might otherwise contaminate the result of the investigation.
2) A quasi-experimental design by definition lacks random assignment, however.
Assignment to conditions (treatment versus no treatment or comparison) is by means of
self-selection (by which participants choose treatment for themselves) or administrator
selection (e.g., by officials, teachers, policymakers and so on) or both of these routes.
3) It is said Pre-Experimental Design because, this design is not yet a real Experiment,
because it is still an external variable which is questioned about the formation of
Dependent Variables. This can occur because of the absence of control variables, the
sample is not chosen randomly.
 Daftar Pustaka

Borg, W.R., Gall, M.D. (1989) Educational Research: iAn Introductic (5thEd) White
Plains: Longman Inc. Hlm. 670
Chohen,. L., Manion,L.(1994) Research methods in Education (4th) (Ed). New york:
Routledge. Hlm 165
https://study.com/academy/lesson/quasi-experimental-designs-definition-characteristics-
types-examples.html
https://pdfs.semanticscholar.org/8b15/4b22af9bbee8a9178c8b54dec0a07cf21e72.pdf

Latief, Mohammad Adnan. 2013. Research Methods On Language Learning An

Introduction. Malang: UM Press.
 Shadish, William R., et al., Experimental and Quasi-Experimental Designs for
Generalized Causal Inference, Houghton Mifflin Company, Boston, 2002, p. 14.

Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif Kualitatif Dan R&D,

(Bandung: Alfabeta, 2016), Cet. 24, h. 108-111