1.

Survey

The first type of quantitative research is survey. Based on Sukamolson in Apuke

(2017) declared that survey is a form of quantitative research related to ‘sampling
questionnaire, questionnaire design, questionnaire administration’ for accommodating
information from certain population/group under the study and analyzing them in achieving
better understanding (p. 44). Meanwhile, according to Check and Schutt in Jeannine et al.
(2015) asserted that survey research is the collection of information from a sample of
individuals through their responses to questions (p.168). From the experts’ definitions before
about survey, the writer concludes that survey is the collection of information from certain
population after giving them questions. The survey research is a way to get information
describing characteristics of a large sample of individuals quickly.

2. Correlational

The second type of quantitative research is correlational research. Sukamolson in

Apuke (2017) claimed that correlational research is a quantitative methodology that used to
determine whether and to what degree, a relationship exists between two or more variables
among a sample or a population (p. 44). The correlational research is usually marked as a
number between -1 and +1. This type of quantitative research aims to determine the
relationship between two variables that measured (Simon & Goes, 2011).

3. Experimental

Experimental research method can be said as a research method that is used for
investigating the treatment of an intervention into the study group and then measures the
outcomes of the treatment (Sugiyono, 2010). Solso & MacLin (2005) state, experimental
research is a study in which at least one variable is found to be manipulated to study causal
relationships. Therefore, experimental research is closely related to a hypothetical study in
order to look for the influence, relationship, or difference in changes to the group subject to
treatment.

According to Prof. Dr. Sugiyono in his book "Educational Research Methods" in 2010,
he divided experimental research designs into 3 forms, namely pre-experimental design, true
experimental design, and quasi experimental design. Pre-experimental design involves an
independent variable that does not vary or a control group that is not randomly selected.
Moreover, in the true experimental design the sample used for the experiment and as a
control group was taken randomly from a certain population. Whereas, the quasi
experimental design involves nonrandom selection of study participants. Danim (2002)
mentions several characteristics of experimental research as follows:

1. The variables of research and the experiment conditions were regulated in a strict order
(rigorous management), either by setting controls, direct manipulation, or random.

2. There is a control group as the base line to be compared with the experimental group.
3. This study focuses on controlling variance, to maximize the variance of variables related to
the research hypothesis, minimizing the variance of confounding variables that may
affect the experimental results, but are not the aim of the study. In addition, this study
minimizes the variance of errors, including measurement errors. For this reason, it is
better if the selection and determination of subjects, as well as the placement of subjects
in groups, are carried out randomly.

4. Internal validity (internal validity) is absolutely necessary in experimental research

designs, to find out whether the experimental manipulations carried out at the time of this
study really make a difference.

5. The external validity is related to how the research findings are representativeness and is
also related to generalizing under the same conditions.

6. All important variables are kept constant, except for the treatment variables which are
deliberately manipulated or allowed to vary.

In addition, in experimental research, there are three important elements that must be
considered in conducting this research, namely control, manipulation, and observation. The
control variable here is the essence of the experimental method, because this control variable
that will become the standard in seeing whether there are changes or differences that occur
due to differences in the treatment given. While the manipulation here is an operation that is
deliberately carried out in experimental research. In this study, independent variables were
manipulated by involving treatment groups with different conditions. After the researcher
applies the experimental treatment, he must observe to determine whether the hypothesized
change has occurred (Observation).

From some of the explanations above, we can conclude that the characteristics of
experimental research including:

1. Use the control group as a baseline for comparison with the group subjected to the
experimental treatment.

2. Use at least two groups

3. Consider internal validity.

4. Consider the external validity.

According to Sukardi (2003), in general, experimental research is carried out by taking the
following steps:

1. Conducting inductive studies that are closely related to the problem to be solved.

2. Identifying and defining problems.

 3. Conducting literature studies and several relevant sources, formulate research
hypotheses, determine variables, and formulate operational definitions and definitions
of terms.

4. Create a research plan.

5. Doing experiments.

6. Gather rough data and experiment process.

7. Organizing and describing data according to predetermined variables.

8. Analyze data and perform significance tests with relevant statistical techniques to
determine the significance stage of the results.

9. Interpret the results, formulate conclusions, discuss, and prepare reports.

4. Causal Comparative

Causal comparative analysis is a study which tries to find the cause and effect of the
relationship between two or more groups . The causal comparative study is a study in which
the researcher tries to determine the cause or cause for differences between groups of
persons. The researchers select subjects that are as similar as possible in the conduction of a
cause-causality comparative study, except for the independent variable to be studied. For a
cause-comparative study the maximum number of external variables should be monitored so
that the cause-independent variable can be attributed to any differences between groups.

For example , a researcher may find that two groups of people distinguish on some
variable (such as teaching style) and then try to establish why this distinction is or what the
findings were. Causal-comparative studies have been used frequently to study the differences
between males and females. They display the dominance of girls in language boys in
mathematic at some stages of age. These discrepancies must be provisionally attributed to
gender, as a source. Gender is hardly seen as the product of power, but there are several other
possible ties in the causal chain, including the social perceptions of men and women. The
basic causal-comparative approach, therefore, is to begin with a noted difference between two
groups and to look for possible causes for, or consequences of, this difference.

There are two types of causal-comparative analysis, retrospective cause-

compararative analysis and prospective cause-compared research. Retrospective causal
comparative analysis allows a researcher to begin to investigate an appropriate issue if the
results have existed in the past and to figure out whether one variable may have affected
another one. Prospective causal comparative analysis takes place when a researcher begins a
study that begins with the causes and evaluates the impacts of a case. By far, retrospective
causal-comparative research designs are considerably more common than prospective causal-
comparative designs (Gay et al., 2006).
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Gay, L., Mills, G., & Airasian, P. (2006). Educational research: Competencies for analysis
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Jeannine, M., et al. (2015). Understanding and evaluating survey research. J Adv Pract
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Simon, M., K., Goes, J. (2011). Correlational research. Dissertation and Scholarity
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Solso, R., L Maclin, M. (2005). Cognitive psychology. New York: Pearson.

Sugiyono. (2010). Metode penelitian kuantitatif kualitatif dan R&D. Bandung: Alfabeta.

Sukardi. (2003). Metodologi penelitian pendidikan. Jakarta: Bumi Aksara.