EXPERIMENTAL RESEARCH

To conduct the research, we must understand all things which are related to research design that will be chosen. One of the research design is experimental research. Therefore, the writer wants to explain about experimental research design elaborately. 1.1. The Definition of Experimental Research In this point, there are some definitions of experimental research based on the expert opinion. Experimental research is the only kind of research that can test hypotheses to establish cause-effect relationships (Gay L.R. e al., 2006: 233). Then according to Arikunto (2006: 3), "Eksperimen adalah suatu cara untuk mencari hubungan sebab akibat (hubungan kausal) antara dua faktor yang sengaja ditimbulkan oleh peneliti dengan mengurangi atau mengeliminasi faktor-faktor lain yang menganggu." According to Muijs (2004: 13), "Experiment method is a test under controlled conditions that is made to demonstrate a known truth or examine the validity of hypothesis." In addition, experimental research is also used to find the effect of treatment under controlled condition(Sugiyono, 2008: 107). 1.2. The Objective of Experimental Research Experimental research means to analyze the causal-effect of the treatments that have been given (Gay L. R. et al., 2006: 233, Arikunto, 2006: 3, Muijs, 2004: 13, dan Sugiyono, 2008: 107). The researcher are more prone to use this design because the reseacher can controls both the selection and assignment of the research participant (Gay Gay L. R. et al., 2006: 234 ). 1.3. The Objectives of Formulating Hypothesis Formulating hypothesis in conducting experimental research is the most important steps. According to Arikunto (2006: 71), "Apabila peneliti telah mendalami permasalahan penelitiannya dengan seksama serta menetapkan anggapan dasar, maka lalu membuat suatu teori sementara yang kebenarannya 1

masih perlu diuji (eksperimen)." It means after the researcher defining the problem, then the researcher formulates the hypothesis which is the preassumtion of the research result that will be accepted or rejected. According to Muijs (2004: 16), "A research hypothesis can be defined as a tentative explanation that accounts for a set of facts that can be tested by further investigation." Hypothesis is the researchers prediction and expectation of the research findings about the relationship between the variables in the research topic (Gay L. R., et al., 2006: 56). Two kinds of hypothesis are often read and fiound in research;alternative hypothesis ( ) atau () and null hypothesis () (Arikunto, 2006: 75 and Muijs, 2004: 16). Contoh: H0 : Using songs in teaching English can increase students achievement on phrasal verbs. Hi : Using songs in teaching English cannot increase students achievement on phrasal verbs. In addition to alternative and null hypotheses, there are some hypotheses in research, are; inductive, deductive, directional, nondirectional, and null hypothesis (Gay L. R., dkk (2006: 58). Inductive and deductive hypotheses is the terms of hypotheses based on they are derived on. Hypothesis inductive is a generalization based on the specific observations, while deductive hypothesis is derived fro the theory and provides evidence that supports, expands, or contradicts the theory. Then directional hypothesis states the expected direction of the relationship or difference. In other words, directional hypothesis states only the expectation of the researcher that will find after analyzing data. For example, tenth-grade biology students who are instructed using interactive multimedia achieve at a higher level than those who receive regular instruction only. Furthermore, nondirectional hypothesis states simply that the relationship or difference exists between variables. At glance, nondirectional is similar with alternative hypothesis. For instance, there is significant difference in the achievement of the 10 th-grade biology students who are instructed using instructed using interactive multimedia and those who receive regular instruction only. Finally, null hypothesis states that there is no significant relataionship or difference between variables. For Example, there is no significant

difference in the achievement of the 10 th-grade biology students who are instructed using instructed using interactive multimedia and those who receive regular instruction only. In other words, null hypothesis states the opposite hypothesis with nondirectional hypothesis. 1.4. Defining Research Problem Problem is the aspect the researcher worry about, think about, and wants to find the solution for. the research problem can be defined from the past research that supports the evidence, policy from institution, jurnal or reading sources, observation, or survey. For example, a teacher finds the problem that the students achievement in reading comprehension text become worst. In fact, she/ he has taught with a good way, however. Then the teacher reads teaching methodology books which represent the way how to attract the student in reading skill. Moreover, the teacher also finds the past research showed that Method A improves the students achievement in reading comprehension text. Furthermore, the teacher wants to apply Method A to improve her or his students achievement in reading comprehension text. Due to the research problem, the research question and hypothesis are raised which will be stated in the following: Research question: Is Method A improves the students achievement in reading comprehension text? Hypotheses: Hi H0 : Method A improves the students achievement in reading comprehension text. : Method A does not improve the students achievement in reading comprehension text. 1.5. Defining and Selecting Research Sample Menurut Arikunto (2006: 131 and Gay L. R. et al. 2006: 101) state, "Sample is part or representative of the population from which it was selected." Sugiono (2008: 120 and Gay L. R. et al. (2006: 101-113) devide the technique or procedure in selecting the sample into two kinds, are; probability sampling or random sampling

and nonprobability sampling or nonrandom sampling. Sugiono (2008: 120 and Gay L. R. et al. (2006: 101-113) define, "Probability sampling technique which permits the researcher to specify the probability, or chance, that each member of a defined population will be selected for the sample, while nonprobability technique is the process of selecting a sample using a technique which does not permits the researcher to specify the probability, or chance, that each member of a defined population will be selected for the sample". The probability or random sampling consists of simlpe random sampling, stratified sampling, cluster sampling and systematic sampling and nonprobability or nonrandom sampling consists of convenience, purposive sampling, and quota sampling (Arikunto, 2006: 134, Sugiono, 2008: 120, and Gay L. R. et al., 2006: 101-113). 1.6. Collecting Data In doing research, the researcher needs to collect the data. In this step raises the question; how does the researcher collect the data? The instrument will be used to collect the data. Therefore, the researcher must know how to design a good instrument in order to get the effecient result of research (Gay L. R. et al.,2006:139). Collecting the research data can be conducted by using test, questionnaire, interview, observation, dan dokumentation (Arikunto, 2006: 223-232). 1.7. Eksperimental Research Design In conducting experimental research, there are some steps or designs that the researcher must use in conducting experimental research; selecting and defining a research problem, selecting participant and measuring instruments, preparing a research plan, excuting procedures, analyzing the data, and formulating conclusion (Gay L.R. dkk., 2006: 234). Moreover, the researcher also can use this design to conduct experimental resarch; define the research objectives, formulate hypotheses, set up the research design, select instrumens, select the appropriate levels at which to test the hypotheses, assign person to groups or test the homogenity of sample, carry our the experiment meticulously (Muijs, 2004: 15-22).

1.8. Instrument In conducting experimental research, the test is given to the sample of research in order to collect the data. The test is given in pre-test and post test. The pre-test aimed to know the achievement of the students before doing the experimentation or treatment. Whereas, post-test is given to know the effects of treatment or the students achievement after doing experimentation (Gay, L. R. et al., 2006: 239). The test that is given to the sample must be valid and realiable. a. Validity Gay L. R., et al. (2006: 134) state, "Validity is the degree to which a test measures what it is supposed to measure and, consequently permits approprite interpertation of scores." Moreover, Slavin (1984: 80) stated that validity is the degree to which it actually measures the concept it is supposed to measure. It means if a test claims to measure the ability to read English, then it should test that ability. According to Gay L. R., et al. (2006: 134), "These are types of validity; content validity, criterion-related validity (concurrent and predictive validity), construct validity, and consequential validity." b. Reliability Gay L. R., et al. (2006: 139) state, "Reliability is the degree to which a test consistently measures whatever it is measuring." As stated by Brown (1990: 98), The reliability of the test is defined as the extent to which the results can be considered consistent or stable and to make sure that you had placed the students in the right level. In other words, the test is measured to be consistent to the third graders of junior high school. Therefore, the test should be chosen to be the same level to the students or research sample. In addition, the writer has also measured the reliability of the test. Two types of reliability that are often used in conducting research are; external and internal reliability (Arikunto, 2006: 179).

REFERENCES Arikunto, S. 2006. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: PT. Rineka Cipta.

Brown, J. D. 1990. Understanding Research in Second Language Learning. New York: Cambridge University Press. Gay, L. R., et al. 2006. Educational Research: Competencies for Analysis and Applications. New Jersey: Pearson Prentice Hall. Muijs, D. 2004. Doing Quantitative Research in Education with SPSS. London: Sage Publications. Slavin, R. L. 1984. Research Methods in Education: A Practical Guides. New Jersey: Prantice-Hall, Inc. Sugiyono. 2008. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.