Guidelines for Conducting Experimental Research

Midterm Test Assignment

Submitted in a fulfillment of requirement

for Research in Education Subject

By:

Dina Kamalia
0203517035

ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS NEGERI SEMARANG
2017
 Guidelines for Conducting Experimental Research
By: Dina Kamalia

When conducting this research, first we have to know is what experimental

research is. Experimental research is quantitative research. Experimental research is a
method of research that can truly test hypotheses concerning cause-and-effect
relationships (Gay, L.R., 1992: 298). This method focuses on cause and effect
between dependent and independent variables. The information is too brief
explanation of experimental research because what we focus on is about the
guidelines for conducting experimental research. But later on, I will describe
experimental research briefly in order to recall what we have learned.

Actually, this paper aims to report some guidelines about experimental

research. A set of guidelines enable the readers to plan clearly before experimental
research begin. The readers can follow the procedural guidance in order that the
experiments can be adequately planned. Then, it also can be conducted and reported
well to readers. These guidelines are very useful for researchers, especially the
beginners. This paper helps them to conduct experiment from the basic step. It is as
result from identification of some experimental journals. To make it easier more
readable, I divided a set of the guidelines into several headings.

What is Experimental Research?

According to D. Ary et. all (2016: 265), an experiment is a scientific

investigation in which the researcher manipulates one or more independent variables,
controls any other relevant variables, and observes the effect of the manipulations on
the dependent variable(s). This study focuses on possible cause and effect between
independent and dependent variables (Creswell, 2012).
 In experimental design, researcher conducts a treatment to investigate all
variables. Does independent variable affect dependent variable? A treatment will
answer this question. Thats why, in experimental research, researcher have to
compare control group and manipulated group. From the two groups, the researcher
can determine the effect.

Searching a Topic

Most of questions of one who want to conduct a research is how do I find a

topic in my research? To answer the question we have to know that research comes
from problems. Problems are the core of a research. No problem means no research
which will be conducted. So, to solve the problems researcher needs to conduct the
research.

Source of topics perhaps come from many things such as experiences,

theories, and related literature (Ary, 2016). 1) Experiences can be useful as source of
topic. In someones experience mostly faces problems. Through experience
researcher can investigate the idea in a research. 2) Investigating theories in a
research is usual thing. Many theories are useful for research especially quantitative
approach. Then, 3) related literature is the easiest source to find. Researcher can
modify ones research. It means researcher does similar research that has done by
someone else previously for example different setting, participants, etc.

As our focus here is experimental research in education, we need to know the

aim of experimental research. It is to investigate cause and effect relationships.
Researcher needs to know whether a new method, model, technique, etc. influence an
outcome. In other word, experimental research investigates the effect or effectiveness
of a new a new method, model, technique, etc. However, in experimental study,
researcher must be able to control the setting of the experiment and manipulate one
level of the independent variable. For example, we want to know the effect of ERRQ
(Estimate, Read, Respond, Question) technique in teaching reading.
Reviewing Literature

After finding a topic and problem, it is now time to conduct a more intensive
literature search. Besides, researcher can look for some relevant studies have been
performed; the designs, instruments, and procedures employed in those studies; and,
most critically, the findings. To make a review, we need to consider that review
consist of summary, analysis, evaluation, and judgment. The direction will be
provided for (a) how to extend or compliment the existing literature base, (b) possible
research orientations to use, and (c) specific research questions to address. (Ross and
Morrison, 2003)

Constructing A Research Questions and Hypotheses

This step is probably the most critical part of the planning process. The
research questions or hypotheses provide the basis for planning all other parts of the
study including design, materials, and data analysis. In particular, this step will guide
the researchers decision as to whether an experimental design or some other
orientation is the best choice. In general, if a research question involves determining
the effects or influences of one variable (independent) on another (dependent). For
example, Would students who taught using ERRQ technique react more positively
to reading skill than those are not?
Research questions relates to hypotheses. A hypothesis presents researchers
expectations about the relationship between independent and dependent variables. We
can say it is a prediction about outcomes. There are two types of hypotheses. They are
null hypothesis and alternative hypotheses. Null hypothesis is a formulated
hypothesis from a theory which is doubted in its reliability. Null hypothesis is stated
in negative sentence. While alternative hypothesis is a formulated hypothesis from a
theory which is considered reliable, alternative hypothesis is stated in positive
sentence (Sugiyono, 2015: 135-136). When stating experimental hypotheses,
researcher can use these guidelines as follow.
 1. Independent variables should contain at least one variable with multiple
levels, and the researcher needs to manipulate one of the levels. Dependent
variables are outcomes, and experimenters often study multiple outcomes
(e.g., student learning and attitudes).
2. Variables are measured on an instrument or recorded as observations. They
need to produce valid and reliable scores. We need to give special attention to
choosing measures that will result in scores with high construct validity
(Creswell, 2012: 323).
Here is the example of hypothesis in the effect of Estimate, Read, Respond,
Question (ERRQ) technique in teaching reading. Positive hypothesis (Ha): there is
significant difference of students reading comprehension between students taught
using ERRQ and students taught without ERRQ. While negative hypothesis (Ho) is
there is no significant difference of students reading comprehension between
students taught using ERRQ and students taught without ERRQ.

Determining Method

Before determining the method used we should know parts of method in this
study. They include (a) participants, (b) data collection, and (c) procedures. In
determining these components, the researcher must continually use the research
questions or hypotheses as reference points. (Glass & Hopkins, 1984, p. 213 in Ross
and Morrison, 2003)
Participants

First to ask about participant or subject in this study is what kind and how
many participants does the research design require? Before we choose participants,
we have to explain the characteristics of a population. After that, when appropriate,
we decide how participants were assigned to groups. Then, we conduct sampling
procedure to get participants.
 Participants in an experimental study are those individuals tested by the
researcher to determine if the intervention made a difference in one or more
outcomes. Researcher may choose participants because they volunteered or they
agreed to be involved. Considering to the participants, researcher must be careful
about the ethical issue of not disadvantaging some participants by withholding a
beneficial treatment and advantaging others by giving them the treatment.
How many people will we study? In an ideal experiment, the researcher forms
at least one control and one experimental group (Bausell in Creswell, 2012). Then,
how should the participants be chosen? If possible, we should randomly select
individuals for the experiment from the study population so that inferences can be
made from the results to the population. This selection is accomplished through
numbering the individuals in the population and randomly selecting participants using
a random numbers table. In practice, this procedure may not always be possible
because the population cannot be easily identified or we may not have access to all
people in the population.
Data collection

Next researcher need to consider materials and data collection. The researcher
must use instrument in order to get the better data. The instrument of the research is a
tool or facility that is used by researcher for collecting data in order to get better result or
in other words, it can be occur complete and systematic. The main data collection
methods are tests, questionnaires, interviews, direct observations (Mursid Saleh,
2012).
Procedure

Procedure here means data analysis procedure. The researcher should describe
the approach taken in the analysis of the data. This procedure includes (a) true
experimental, (b) quasi-experimental, (c) single-subject time series, and (d) repeated-
measures time series studies.
 In experimental research, we use the constant comparative procedure, for
example, make this explicit. It provides a detailed description of the steps employed
in carrying out the study (e.g., implementing different treatments, distributing
materials, observing behaviors, testing). Here, the rule of thumb is to provide
sufficient information on what was done to perform the experiment so that another
researcher could replicate the study. This section should also provide a time line that
describes sequence of the treatments and data collection. For example, the reader
should understand that the attitude survey was administered after the subjects
completed the treatment and before they completed the posttest.

Conducting Experiment

The key to any experimental design is to set levels of treatment and apply one
level to each group, such as one level to an experimental group and another level to a
control group. Then the groups are compared on one or more outcomes. Interventions
may consist of programs or activities organized by the researcher. In deciding what
intervention to use, you might consider several factors:
a. Administering a pretest, if you plan to use one.
b. Introducing the experimental treatment to the experimental group or relevant
groups.
c. Monitoring the process closely so that the threats to internal validity are
minimized
d. Gathering posttest measures (the outcome or dependent variable measures)
e. Using ethical practices by debriefi ng the participants by informing them of
the purpose and reasons for the experiment, such as asking them what they
thought was occurring (Neuman in Creswell, 2012)
Result

This major section describes the analyses and the findings. Typically, it
should be organized such that the most important dependent measures are reported
first. Tables and/or figures should be used judiciously to supplement (not repeat) the
text. This section also provides precise definitions of all primary and secondary
measures and covariates.
Discussion

To conclude the report, the discussion section explains and interprets the
findings relative to the hypotheses or research questions, previous studies, and
relevant theory and practice. Where appropriate, weaknesses in procedures that may
have impacted results should be identified. Other conventional features of a
discussion may include suggestions for further research and conclusions regarding the
research hypotheses/ questions. For educational technology experiments, drawing
implications for practice in the area concerned is highly desirable.
Reporting a Research

Obviously, for experimental studies to have impact on theory and practice in

educational technology, their findings need to be disseminated to the field. Thus, part
of the experimenters role is publishing research in professional journals and
presenting it at professional meetings. Discussing these activities in any detail is
beyond the scope of the present chapter; also, articles devoted to these subjects can be
found elsewhere (Ross&Morrison, 2001). However, given the special features and
style conventions of experimental reports compared to other types of literature, we
consider it relevant to review the former, with a specific concentration on journal
publications.
References
Creswell, John W. (2012). Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research (4th Edition). Pearson.

Ary, Donald, et. all. (2010). Introduction to Research in Education (8th Edition).
USA: Wadsworth.

Gay, L. R. (1992). Educational Research (4th Edition). New York: Merrill.

Ross, Steven M. & Marrison, Garry R. (2003) Experimental Research Method.

Saleh, Mursid. (2012). Introduction to Linguistic and Educational Research.

Semarang: Unnes

Sugiyono. 2015. Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif

dan R&D). Alfabeta: Bandung.