MID TEST
Name : Emi Ratu Sholeha
NIM : 502181010006
Subject : Research in ELT
Semester : VI (Sixth)
Lecturer : Samsul Amri, [Link].
Direction: Answer the following questions comprehensively!
1. How do you define the terms Research and Educational Research?
The answer: According to my understanding, research is a process of
activities carried out systematically with the aim of obtaining
true or objective and reliable conclusions. So Educational
research is a process of activities carried out systematically
that aim to get conclusions about problems in education that
are true and can be trusted.
2. What are the characteristics of Language Educational Research?
The answer: There are seven characteristics of Language Educational
Research [Amri, 2021, p. 7] (PPT):
The first is Language Educational Research must have
purpose.
The second is Language Educational Research must be
carried out systematically.
The third is Language Educational Research must be carried
out objectively.
The fourth is Language Educational Research must be
logical.
The fifth is Language Educational Research must be
empirical.
The sixth is Language Educational Research must be
reductive.
The last is Language Educational Research carried out must
be replicable and transmittable.
3. What are the steps of conducting research? Explain by giving the example.
The answer: There are six steps of conducting research [Creswell, 2005:8-
11]:
a. Identifying a research problem
For example: There is a girl who wants to study school
violence and weapon possession in schools. She starts
with a problem: escalating weapon possession among
students in high schools. She needs to justify the problem
by providing evidence about the importance of this
problem and documenting how her study will provide
new insight into the problem.
b. Reviewing the literature
After that, Maria needs to organize a literature review.
This process will involve becoming familiar with the
university library holdings, spending time reviewing
resources and making decisions about what literature to
use, and writing a formal summary of of the literature on
school violence.
c. Specifying a purpose for the research
And then she needs to narrow her study to specific
questions or statements that she would like her
participants to answer.
d. Collecting the data
At this step, she should think about where she will
conduct her study of school violence and weapon
possession, who will participate in the study, how she
will obtain permission to study them, what data she will
collect, and how she will gather the data. She needs to
decide whether she will have students fi ll out forms or
talk to them directly to gather data to answer her
research questions.
e. Analyzing and interpreting the data
After collecting the data, she will interpret the meaning
of student comments in light of her own personal stance
and the suggestions found in past studies. If Maria
collects information on a written questionnaire from
students across the school district, she will need to enter
the questionnaire responses into a computer program,
choose a statistical procedure, conduct the analyses,
report the results in tables, and draw conclusions about
(or interpret) whether the data confi rm or disconfi rm
her expected trends or predictions.
f. Reporting and evaluating the research
And the last is Maria should think about how she will
organize her fi nal report to her school committee and to
her university graduate committee. Her graduate
committee likely has a structure in mind for her graduate
research study, and she needs to consult her faculty
advisor about the format that students typically use. She
should have a general idea about what the major sections
of the study will be, but the contents of the specifi c
paragraphs and ideas will take shape as her data analysis
and interpretation progress.
4. Two research approaches; qualitative and quantitative. How are they
different and similar in each step of conducting research?
The answer: The similarity is, quantitative research and qualitative research
have six steps in the research process. There is, however, a
slight difference in the introduction to a study - the research
problem section - in that both sections need to establish the
importance of the problem. Then the difference is that
quantitative research on the discussion of research problems is
used to direct the types of questions or hypotheses raised in
research, whereas in qualitative research on the discussion of
research problems it is usually used to establish the importance
of a central idea. [Creswell, 2005:19]
5. What do you recognize about Correlational Research?
The answer: What I know about correlation research is that it aims to find a
relationship between two or more variables. That means we
only find out if there is a relationship between the two
variables.
6. How are the correlation coefficient, the size and relationship directions of
the Correlational Research?
The answer: A correlation coefficient indicates the size and direction of a
relationship. The correlation coefficient is a decimal number
ranging from -1.00 to 0.00 to +1.00.
The correlation coefficient near to +1.00, which means that
the correlation is high and unidirectional. This happens when
someone who has a high score on variable X will get a high
score on variable Y. Then, someone who has a low score on
variable X will get a low score on variable Y.
The correlation coefficient near to 0.00, meaning that the
variables are not related. This means that a person's score on
variable X does not give an indication of how much his score
is on variable Y.
The correlation coefficient near to -1.00. That means high
correlation and negative direction. This happens when
someone who has a high score on variable X will get a low
score on variable Y. Then, someone who has a low score on
variable X will get a high score on variable Y. In other words,
it increases in one variable.
7. What does manipulation mean in Experimental Research? Give an example!
The answer: Manipulation here means applying a method or providing
action in the form of methods or strategies so that later it
will cause changes or influence on students or participants.
For example:
There are two classes (class A and class B). In class A the
teacher applies a new learning method that will be tested.
Then in class B the teacher does not apply the new method,
but only teaches using the method as usual.
Here we can see that the teacher has manipulated class A.
8. What are independent and dependent variables in Experimental Research?
Support your responds by giving an example!
The answer: Independent variable is the treatment, causal, experiment
variable. And then dependent variable is the criterion,
effect, or outcome variable, shows the results of study, the
change or difference in group that occurs as a results of the
independent variable. The example:
“The effect of Reciprocal Teaching toward students’ Reading
Comprehension of Narrative text”
Reciprocal Teaching = Experimental class (the class that
implements the method to be tested) [independent variable]
Students’ Reading Comprehension = Control class
[dependent variable]
9. What do you recognize about Classroom Action Research?
The answer: What I know about Classroom Action Research is it is research
conducted to improve the teaching and learning process in the
classroom. In this research, the priority is the process.
10. How are the Classroom Action Research procedures carried out?
The answer: There are four procedures that are carried out in classroom
action research:
First, namely the plan, at this stage we carry out initial
planning such as making research schedules, compiling
lesson plans, preparing teaching materials, preparing
completeness of application methods/techniques/strategies to
be used, and preparing student and teacher observation
sheets.
The second is taking action ; this can be in the form of
implementing methods / techniques / strategies used by
researchers in the process of improvement and enhancement
of teaching and learning.
Then make observations, in this stage we make observations
on the course of the learning and teaching process that is
assisted by one or more collaborators. This can be done for
example through interviews.
And the last is doing reflection, here we reflect back or look
back at what has been done during the research. Reflections
can be seen from the results of tests, observations and field
notes.
11. What is your research proposal plan? And why are you interested in it?
The answer: My proposal research plan is about students' error analysis in
writing Analytical Exposition Text at grade XI Senior High
School. I was interested in doing this research first because
from high school I liked and stood out the most when
studying analytical exposition text material. Then I really like
the error analysis course in the fifth semester, or some kind of
structure course. I really love that.