RESEARCH ON ELT

BY : SUHARTI
REZA ENDANG R
ANGGA PUTRA R
WHAT IS EXPERIMENTAL RESEARCH ?

• Experimental research is research conducted to find out the

consequences a rising from a treatment given intentionally by
researchers.
• The essence of experimental research is to examine the effect of
treatment on behavior that arises as a result of treatment (Alsa 2004).
According to Hadi (1985) experimental research is research conducted
to find out the consequences arising from a treatment given
intentionally by researchers
EXPERIMENTAL RESEARCH IN
EDUCATION
• experimental research in education is divided into two, namely research
inside the laboratory and outside the laboratory.
• This is because there are several advantages possessed by research
outside the laboratory, including:
• (a) the experimental variable can be stronger;
• (b) it is easier to provide treatment;
• (c) can make settings close to the actual situation; and
• (d) more actual experimental results.
THE PURPOSE OF EXPERIMENTAL
RESEARCH
• The general purpose of experimental research is to examine the effect
of a particular treatment on the symptoms of a particular group
compared to other groups that use different treatments. For example,
an experiment in the field of education is intended to assess / prove the
effect of educational treatment (learning with the problem solving
method) on learning achievement and mathematical communication
skills in junior high school students or to test hypotheses about
whether or not the effect of such treatment when compared with
conventional methods.
EXPERIMENT RESEARCH PROCESS

• The steps in experimental research are basically almost the same as other studies. According to Gay
(1982: 201) the steps in experimental research that need to be emphasized are as follows:
• (a) There are significant problems to be studied,
• (b) Selection of sufficient subjects to be divided into the experimental group and the control group.
• (c) Making or instrument development
• (d) Selection of research design,
• (e) Execution of procedures,
• (f) Conduct data analysis,
• (g) Formulate conclusions.
 FORMS OF EXPERIMENTAL RESEARCH
DESIGN
• According to Sugiyono (2011: 73) there are several forms of experimental
design, namely:
• (1) pre-experimental (nondesign), which includes one-shot case study, one
group pretest posttest, intec-group comparison;
• (2) true-experimental, including posttest only control design, pretest-control
group design;
• (3) experimental factorial; and
• (4) Quasi experimental, including time series design and nonequivalent control
group design. An explanation of the forms of design is as follows.
(A) TRUE EXPERIMENTS

• Experimental research is part of quantitative research. However, experimental research has its
own characteristics that distinguish it from other quantitative studies. The most fundamental
characteristic of experimental research is the existence of treatment. In addition, another
feature of experimental research in general is the control and observation. In some literature
states that, experimental research is quite recommended to examine in the field of education.
Because the aspect under study is a change in student behavior.
• Referred to as true experiments because in this design the researcher can control all external
variables that affect the course of the experiment. Thus, internal validity (the quality of
implementation of research designs) is high. In line with this, the purpose of true experiments
according to Suryabrata (2011: 88) is to investigate the possibility of a causal relationship by
wearing treatment and comparing the results with a control group that is not treated.
DESIGN RESEARCH TRUE EXPERIMENT

• This research design is a research design that is pretty much done in

actual experimental research. The design in this experimental study,
using a comparison group. The experimental group and the comparison
group were randomly assigned using the random assignment principle.
In this design it can be understood, that researchers conduct tests or
measurements first before conducting treatment (pre-test) and after
treatment (post-test).
(1) PRETEST-POSTTES CONTROL GROUP
DESIGN
• In this design there are two groups chosen randomly then given a pretest to
find out the initial state differences between the experimental group and the
control group. A good pretest result is if the value of the experimental group
does not differ significantly. The divisions of the research design are as follows.

• The effects of the treatment are: (O2 - O1) - (O4 - O3).

(2) POSTTEST-ONLY CONTROL GROUP
DESIGN
• In this design there are two groups, each randomly chosen (R). The first group
was given treatment (X) and the other group was not.
• The chart of this research is as follows.

• The effect of the treatment is (O1: O2). In the study, the effect of treatment
was analyzed by different tests using t-test statistics. If there is a significant
difference between the experimental group and the control group, the
treatment given has a significant effect.
 3. SOLOMON THREE - GROUP DESIGN

In this research design researchers used three groups, where the two
groups are the comparison group. One comparison group was measured
before the experiment was carried out (pre-test). The three groups were
randomized using the random assessment principle. Researchers take
measurements before and after the treatment / intervention is given to
the treatment group / experimental group. In this design one of the
comparison groups did not do the pretest but was subjected to treatment
X, even though receiving experimental treatment still functioned as the
comparison group.
4. FACTORIAL DESIGN

• The design is a modification of the true experimental design, which is

by considering the possibility of a moderator variable that affects the
treatment of the results. All groups were randomly selected and then
given a pretest. The group that will be used for research is declared
good if each group gets the same pretest score.
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For your Attention