good

How to write a research proposal?

Assoc. Prof. Dr. Supyan Hussin

Unversiti Kebangsaan Malaysia

Scan this code

http://padlet.com/supyanhussin1/ukmresearchproposal
Dr Supyan Hussin UKM
DSH-UKM-2007

PRE-REQUISTES

Dr Supyan Hussin UKM

DSH-UKM-2007

Stages of proposal writing

Pre-writing
stage
Writing
stage
Post-writing
stage
DSH-UKM-2007
Dr
Supyan Hussin UKM

Planning, thinking

Drafting, revising, proofreading

Assessment

Writing is a process
Stage 1
Proofreading: Language &
Mechanic of writing
Final copy

Dr Supyan Hussin UKM

DSH-UKM-2007

1st draft: content

Revise
2nd draft

Stage 2

Stage 4

Revision: content &

organization
4th draft

Start with topic identification

Brainstorming, Freewriting

Revision: content &

organization
3rd draft
Stage 3

Q1. What do we need to write a

research proposal?
Pre-writing
stage
Ideas
II. Tools
III. Writing Skills
IV. Language competency
I.

A.
B.
C.
D.

I & II
I, II, & III
II & III
All the above

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Supyan Hussin UKM

http://padlet.com/supyanhussin1/q1

A Guide, Sifu

Yes, we need.
Ideas

Writing skills
Rhetoric approaches,
organization, logical
argument, cohesion, style,
diction

Writing a proposal

Language Competency
Syntax, Semantic, Grammar,
Punctuations,

DSH-UKM-2007
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Supyan Hussin UKM

Theories, Past studies,

Research Methodology,
Arguments

Tools
Computer: Word processing,
spell checker, grammar
checker, internet, graphic
editor, SPSS, End-Note

PLANNING

Dr Supyan Hussin UKM

DSH-UKM-2007

Why research?
Own interest
Requirement
Future goals in life
Recommendation by past studies
By chance, incidentally

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Dr
Supyan Hussin UKM

Where and how do we

start?

Pre-writing
stage
Identify a problem to be solved/studied, observe
a phenomenon
Read journals, proceedings, theses (literature
review)
Attend conferences
Under research methodology
How much to read? For BA, MA, PhD.
How old are the sources?
How long to read?
Why journals, proceedings, theses?
DSH-UKM-2007
Dr
Supyan Hussin UKM

Good problems
Researchable can be investigated through data
collection and analysis
Replicable can be carried out again
Have theoretical or practical significance
contributes to problem solving
Good for a researcher: current level of research
skill, available resources, time and other
restrictions

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Supyan Hussin UKM

Research: theory

Pre-writing
stage

Grounded theory

Action research

Theory
building:m
eaning

Focus groups
Case-based research
Survey

Feasible region

Experiment

Theory testing: measurement

Dr Supyan Hussin UKM

DSH-UKM-2007

Research by Purposes

Pre-writing
stage

Basic/Fundamental/Theoretical: refine/develop
theory
Applied research: apply and test a given theory and
its evaluation in solving educational problems
Evaluation research: facilitate decision making
R & D: develop effective products
Action research: solve problems

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Supyan Hussin UKM

Research by Methods

Pre-writing
stage

Historical research
Policy research
Descriptive research
Correlation research
Causal-comparative and Experimental

Knapper and Cropley (1991)

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Supyan Hussin UKM

Research Methodology
MUST KNOW & MASTER COMMON TERMS
Type of research
Research problem
Theoretical framework
Conceptual framework
Research design
Sample population

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Dr
Supyan Hussin UKM

Pre-writing
stage

Sample population
Instrumentation
Data collection
Data analysis
Data interpretation

Quantitative and Qualitative

Key concepts

Pre-writing
stage

MUST KNOW & MASTER COMMON TERMS

Variable
Operationalize
Reliability
Validity
Hypothesis
Statistical significant
Replication
Dr Supyan Hussin UKM
DSH-UKM-2007

Parametric test
Non-Parametric test
Chi-Square
Regression
ANOVA
T-test
Cronbach Alpha

EXPERTS IN RES. METHODOLOGY

Big names

Emile Durkheim
Lee Cronbach
L Guttman
Gene Gass
Creswell
Patton
Mariam

Dr Supyan Hussin UKM

DSH-UKM-2007

Pre-writing
stage

Overview of Research Process

Literature
review

Problems

Research Q
Or Hypothesis
Instruments

Data analysis

DSH-UKM-2007
Dr
Supyan Hussin UKM

Theoretical
framework
Conceptual
framework

WRITING THE PROPOSAL

Dr Supyan Hussin UKM

DSH-UKM-2007

Format and length

Refer to your faculty, institution
Format
Chapter-based (Chapters 1, 2, and 3)
Section-based

Variation in length
30-60 pages, chapter-based
10-20 pages, section-based

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Supyan Hussin UKM

Table of contents
1. Introduction
2. Background of the research (including literature
review)
3. Problem statement
4. Research Objectives
5. Research Questions/Hypothesis
6. Theoretical framework
7. Conceptual framework
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Dr
Supyan Hussin UKM

Table of contents
8. Methodology
8.1 Research Design
8.2 Sample of population
8.3 Instruments
8.4 Validity and reliability
8.5 Data collection/Research procedures
8.6 Data analysis
9. Operational Definitions
10.References
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Supyan Hussin UKM

A RESEARCH PROPOSAL

Topic
name
matric no.
Center/school/faculty

Dr Supyan Hussin UKM

DSH-UKM-2007

1. INTRODUCTION

Provide a general scenario that will lead to

the problem that you want to study
Use deductive approach in social sciences,
and inductive approach in science and
technologies
Inductive
reasoning

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Dr
Supyan Hussin UKM

Specific
to
General

General
to
Specific

Deductive
reasoning

2. BAKGROUND OF
THE RESEARCH

Narrow your focus from a general scenario

to a specific scenario that will lead to the
problem
Present a synthesis of your literature review
Tell what has not been covered (gap) in the
past studies to justify the reason for you to
carry out this study

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Dr
Supyan Hussin UKM

2
Review of Literature
Why?

Review what other people have done or are doing and what have
not been done
Avoid reinventing the wheels
Relate to your research

What?

Primary sources, secondary sources

Where?

Library, internet, personal collections, institutions

How much to be done?

5-10 years literature review

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Supyan Hussin UKM

Source of references

Credible
Journals, books, reports, proceedings, thesis
Papers presented at conferences
Dissertations, Ph.D., M.A.

Less credible

Magazines, newsletter, newspapers, Wikipedia

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Supyan Hussin UKM

How to find references?

Internet
Online journals, proceedings
Online papers

Journals
Specific discipline journals
Local
Abroad

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Supyan Hussin UKM

Lit. review processes

Selecting pick and choose the literature; wellknown, leading figures

Analyzing what is the best for your research
reference
Synthesizing extract and put things together
Re-conceptualizing come out with conclusions,
framework, plan, review research topic and
interest, and narrow your focus
Lit. review is not a summary of each past study,
but an assessment, critical review of past studies
DSH-UKM-2004
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Dr
Supyan Hussin UKM

Lit. review is not a summary of each past study, but an

assessment, critical review of past studies

Krashen (1987)
conducted a study
on.
Long (1990) carried out
a study that involved
359 students
.

Ahmad (2005) reported in

his study
Supyan (2013) studied a
new teaching practice at

Use: Themes, sub-themes, topics, sub-topics, must refer to your

conceptual framework (the variables that you include in your study)
DSH-UKM-2007
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Supyan Hussin UKM

Study the lit. review, past studies within the

journal articles
Examine the theoretical framework used in the
studies
Look for instruments used, if any
Notice how data were collected and analyzed
Record the findings reported in the articles
Keep all references (accuracy)

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Time line of the literature

Theories, ideas, findings are developmental
Follow the chorological order

1995

2005

Old, outdated, obsolete

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Supyan Hussin UKM

Reasonable

Recommended

2015
Sustainable

2025

3. PROBLEM STATEMENT

Explain the problem and the reason for you

to do this research
Start with the summary of the past studies
and indicate the gap in the review to
justify the need to carry out your research

DSH-UKM-2007
Dr
Supyan Hussin UKM

4. RESEARCH OBJECTIVES

List your ROs

Usually the number of ROs is between 2-4
Use inquiry-based action in doing the
research
OK - investigate, determine, identify
Not OK demo, suggest, develop

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Dr
Supyan Hussin UKM

5. RESEARCH QUESTIONS/
HYPOTHESIS

List your RQs (and/or hypotheses)

Each RQ must carry they words, concepts,
variables that are to be studied
The RQs must in line with the ROs
Null hypothesis (Ho) vs Research
Hypothesis (H1)

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Supyan Hussin UKM

Research questions
What?
How?
Why?
To what extent/degree?
In what way?
Is there any relationship?

Undergraduate vs Post-graduate
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Supyan Hussin UKM

6. THEORETICAL
FRAMEWORK
Choose relevant theories, 2-4
Present the basic understanding of the
theories and their key elements
Discuss how the selected theories are
related to your study
Optional: draw a diagram to show the
relationship between or among the key
elements in each theory
DSH-UKM-2007
Dr
Supyan Hussin UKM

Theories

Education
Psychology
Language
Politics
Engineering
Science
Medicine

DSH-UKM-2007
Dr
Supyan Hussin UKM

Models

7. CONCEPTUAL
FRAMEWORK

CF guides a research to carry out the research

within certain parameters
It focuses on specific elements or components,
concepts, or constructs of theory(ies)/model(s)
It is represented in a visual form (diagram) that
shows the relationship among the components (IV
and DV). Explain each key words and show they
are inter-related briefly

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Supyan Hussin UKM

e.g., Theoretical Framework

Theoretical Framework
Constructivism

Defined
Discovery Learning
Meaningful Learning
Reading
Defined
Skills & Strategies
Towards Interactive Reading
On the WWW, Web 2.0
The Hypertext Environment

Past Studies

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Dr
Supyan Hussin UKM

e.g., Conceptual Framework

Hyperlink
(sub text)

Approaches to
Reading

(bottom-up,
top-down,
interactive)

Hypertext
(main text)

text 1
text 2
text 3
text nth

Constructivism

Dr Supyan Hussin UKM

DSH-UKM-2007

COMPREHENSION

8. METHODOLOGY

8.1

8.1 Research Design

Indicate if the research is qualitative or
qualitative or mixed method
Show a diagram of research design
framework
Support statements with views from
experts
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Supyan Hussin UKM

8.2

8.2 Sample

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Supyan Hussin UKM

Discuss how and why you select the respondents;

how many respondents
Random: independent, equal chance of being
selected
Purposive, convenient sampling
Stratified: identified subgroups inn the population
Cluster: randomly selected groups, not individuals
Systematic: Individuals selected - Kth name from a
list divided by the number of subjects desired for the
sample (random)
Support with experts views

8.2
Size

Quantitative vs qualitative
The larger sample, the less variation, the more
accurate, the more representative
General guideline: 30% of the population. 10% of
the sample for qualitative

Sampling

bias

Volunteers and available groups

Administrative reason, convenient reasons (avoid)

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Supyan Hussin UKM

METHODOLOGY
8.3 Instruments
Survey questionnaire
Interview questions
Observation checklist
Field note
Log book, journal entries
Tests
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Supyan Hussin UKM

8.3

Descriptive research
Experimental research

8.3

Survey questionnaire
Adopt what is available

Tested, validated

Adapt

Needs to test for reliability and validity

Construct a new one based on specific needs

Validity: content, construct, concurrent, predictive

Reliability: test-retest, equivalent-forms, split-half,
rationale equivalence, scorer/rater

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Supyan Hussin UKM

Descriptive research
Experimental research

8.3
Construction of questionnaire
Must refer to research questions

Demographic
What, why, how, to what extent

Structured

Objective: yes-no, male-female, education

Likert scale: 1-5, degree of agreement

Unstructured

Open ended

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Supyan Hussin UKM

RQ1

Survey questionnaire (4-10)

RQ2

Survey questionnaire (11-30),

Interview

RQ3

Interview
Journal entries

8.3

Formulation of questions in the survey

questionnaire

+ - values
Randomization

e.g., Likert scale 1=strongly disagree .5=strongly agree

1. I like to read online newspapers
2. Reading online newspaper is more convenient
3. I think other people love reading newspapers in the internet

DSH-UKM-2007
Dr
Supyan Hussin UKM

Descriptive research
Experimental research

8.3
Interview questions
Must refer to research questions

Demographic
What, why, how, to what extent

Look for details, insights, hidden reasons

Recording procedure
Infer responses
Categorize responses
Quantify responses
Quote responses

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Supyan Hussin UKM

Descriptive research
Experimental research

8.3
Type of observations
Non-participant observation

Not directly observed; distance

Participant observation

Be with the subjects in the situation to be observed; recording;

observation checklist

Case study

Thorough analysis, periodic observation

Ethnography

live with the population; recording

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Supyan Hussin UKM

8.4

8.4 Validity and reliability

Pilot the instruments
Pilot the intervention, product, or model
Simulated setting
Statistical test, check Cronbach alpha value for
questionnaires (quantitative study) > 0.7 value
Verified by experts (drafted, checked by
experts, piloted, improvised, verified)
Improvise the (items of) instruments if needed
DSH-UKM-2007
Dr
Supyan Hussin UKM

8.5

8.5 Data collection/research procedures

Explain each step that will take place in
the study, including the induction stage,
the survey/interview stage where
instrument/interview protocols are
employed.

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Supyan Hussin UKM

8.5
How?

Survey; questionnaire
Observation
Interview

What?

Instruments
Checklist
Recorders, Cameras

When?

Pre- postRepeated measure

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Supyan Hussin UKM

Problems

Theoretical
framework

Research Q
Or Hypothesis

Conceptual
framework

Instruments

8.6

8.6 Data analysis

Indicate the type of analysis of to be
carried out with the collected data
Justify the choice

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Supyan Hussin UKM

8.6

Quantitative

Numbers
Coding
Analysis: statistics frequency, cross-tab, t-test,
ANOVA, correlation, multivariate, regression

Qualitative

Statements
Description of behaviors

Both qualitative and quantitative

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Supyan Hussin UKM

Data analysis

8.6
change

Experimental, descriptive, behavior patterns

100%

Quantitative data
60%
30%

Qualitative data
Historical, case study, ethnographic, policy

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Supyan Hussin UKM

Sequence
Infer, generalize,
verify

8.6

Instrument

Data
collection

Data
interpretation
RQ or Hypothesis

Data
analysis

Dr Supyan Hussin UKM

DSH-UKM-2007

Key in data
coding

Analyze data according to

the RQ or hypothesis
Problems

Theoretical
framework

Research Q
Or Hypothesis

Conceptual
framework

Instruments

Data analysis

DSH-UKM-2007
Dr
Supyan Hussin UKM

8.6

Quantitative Data analysis

Frequency distributions
Descriptive

Means, Modes, Median,Std. Deviation

Test of significance

Cross-tabulations

Relationship between two (or three categorical data)

Correlation

-1 to +1: relationship between 2 variables

Regression (simple/multiple)

prediction

Multivariate

Repeated measure

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Supyan Hussin UKM

8.6

Tests of significance

8.6

Purpose: whether to reject null hypothesis or not

Types

T-test
ANOVA (analysis of variance)
Multiple comparisons
Factorial analysis of variance
ANCOVA (analysis of covariance)
Chi Square
Pearson r

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Supyan Hussin UKM

Why test?

8.6

Means:
Group 1: 89 points
Group 2: 92 points

X = 85

Means:
Group 1: 8
Group 2: 5
Group 3: 7

How significant is significance?

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DSH-UKM-2004
Supyan Hussin UKM

X=6

8.6

Qualitative Data analysis

Narrative
Descriptive
Thematic
In-depth elaboration
Rationale

DSH-UKM-2007
Dr
Supyan Hussin UKM

9. Operational definitions
List your key words that may/may not
carry different meanings from dictionary
meaning
e.g., Mobile learning: mobility in learning, mobile using
notebook, handphone, remote learning, mobile using
smartphone?

DSH-UKM-2007
Dr
Supyan Hussin UKM

10

10. References
Arrange the items in alphabetical order
Follow MLA/Gaya UKM format
Every single punctuation has a meaning.
Do not include references that are not cited in
the paper (this is for Bibliography)

DSH-UKM-2007
Dr
Supyan Hussin UKM

Set A

10

In the reference page for your thesis...which format is correct ? Set A, B, or C?

1. Al-Tamimi A. & Shuib M. (2009). Motivation and Attitudes Towards Learning
English: A Study Of Petroleum Engineering Undergraduates At Hadhramout University
Of Sciences And Technology. GEMA Online Journal of Language Studies. Volume
9(2): 29-55
2. Azizi.Yahaya, Noordin Yahaya, Ooi Choon Lean, Abdul Talib Bon and Sharifuddin
Ismail (2011). Factors contributing to proficiency in English as a second language
among Chinese students in Johor Bahru. Elixir Psychology. Vol. 41(2011): 5837-5848
3. Azlina Abdullah, Sharifah Zarina Syed Zakaria. 2013. Modul Kaedah Penyelidikan,
MPU1123. Institut Kajian dan Latihan Integrasi Nasional Jabatan Perpaduan Negara
dan Integrasi Nasional.

Dr Supyan Hussin UKM

DSH-UKM-2007

SET B

10

Al-Tamimi A. & Shuib M. (2009). Motivation and Attitudes Towards Learning English:
A Study Of Petroleum Engineering Undergraduates At Hadhramout University Of
Sciences And Technology. GEMA Online Journal of Language Studies. 9(2): 29-55
Azizi Yahaya, Noordin Yahaya, Ooi Choon Lean, Abdul Talib Bon and Sharifuddin
Ismail (2011). Factors contributing to proficiency in English as a second language
among Chinese students in Johor Bahru. Elixir Psychology. 41 (2011): 5837-5848
Azlina Abdullah, Sharifah Zarina Syed Zakaria (2013). Modul Kaedah Penyelidikan,
MPU1123. Institut Kajian dan Latihan Integrasi Nasional Jabatan Perpaduan
Negara dan Integrasi Nasional.

Dr Supyan Hussin UKM

DSH-UKM-2007

SET C

10

.
Al-Tamimi A. & Shuib M. (2009). Motivation and Attitudes Towards Learning English: A Study
Of Petroleum Engineering Undergraduates At Hadhramout University Of Sciences And
Technology. GEMA Online Journal of Language Studies. Volume 9(2): 29-55
Azizi Yahaya, Noordin Yahaya, Ooi Choon Lean, Abdul Talib Bon and Sharifuddin Ismail (2011).
Factors contributing to proficiency in English as a second language among Chinese students
in Johor Bahru. Elixir Psychology. Vol. 41(2011): 5837-5848
Azlina Abdullah, Sharifah Zarina Syed Zakaria (2013). Modul Kaedah Penyelidikan, MPU1123.
Institut Kajian dan Latihan Integrasi Nasional Jabatan Perpaduan Negara dan Integrasi Nasional.

Dr Supyan Hussin UKM

DSH-UKM-2007

Is this GayaUKM? The year without a bracket,

the source is italic. The word volume for the
Journal is omitted.

10

Al-Tamimi A. & Shuib M. 2009. Motivation and Attitudes Towards Learning English: A Study
Of Petroleum Engineering Undergraduates At Hadhramout University Of Sciences And
Technology. GEMA Online Journal of Language Studies. 9(2): 29-55
Azizi Yahaya, Noordin Yahaya, Ooi Choon Lean, Abdul Talib Bon and Sharifuddin Ismail. 2011.
Factors contributing to proficiency in English as a second language among Chinese students
in Johor Bahru. Elixir Psychology. 41: 5837-5848
Azlina Abdullah, Sharifah Zarina Syed Zakaria. 2013. Modul Kaedah Penyelidikan, MPU1123.
Institut Kajian dan Latihan Integrasi Nasional Jabatan Perpaduan Negara dan Integrasi
Nasional.
Shamsuddin Suhor. 2004. Celik alam sekitar: pengurusan di peringkat isi rumah. In
Jamaluddin Md. Jahi, Mohd Jailani Mohd Nor, Kadir Arifin & Azahan Awang (Eds.). Alam
sekitar dan kesejahteraan masyarakat Malaysia, pp. 196-211. Bangi: Pusat Pengajian
Siswazah, Universiti Kebangsaan Malaysia
Dr Supyan Hussin UKM
DSH-UKM-2007

Good proposal
1. Complete proposal with required

components
2. Competent language
3. Clarity, help readers to understand
4. Well organized
5. Smooth flow of ideas
6. Convincing, persuasive argument
7. Minimal mechanical mistakes (spelling,
punctuations)
DSH-UKM-2007
Dr
DSH-UKM-2004
Supyan Hussin UKM

Language
Sentence structure: length
Tenses: present, present participle, future
tenses vs past tense
Mood and tone (feeling)
Transitional devices to connect one idea to
another, one sentence to another, one
paragraph to another (coherence of ideas)
DSH-UKM-2007
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Supyan Hussin UKM

To show addition

Aagain, also, and, and then, besides, equally important, finally, first, further,
furthermore, in addition, in the first place, last, moreover, next, second, still, too

To show comparison also, in the same way, likewise, similarly

To show concession granted, naturally, of course
although, and yet, at the same time, but at the same time, despite that, even so,
even though, for all that, however, in contrast, in spite of, instead, nevertheless,
To show contrast
notwithstanding, on the contrary, on the other hand, otherwise, regardless, still,
though, yet
To show emphasis
certainly, indeed, in fact, of course
after all, as an illustration, even, for example, for instance, in conclusion,
To show example or
indeed, in fact, in other words, in short, it is true, of course, namely, specifically,
illustration
that is, to illustrate, thus, truly
all in all, altogether, as has been said, finally, in brief, in conclusion, in other
To show summary
words, in particular, in short, in simpler terms, in summary, on the whole, that
is, therefore, to put it differently, to summarize
after a while, afterward, again, also, and then, as long as, at last, at length, at that
time, before, besides, earlier, eventually, finally, formerly, further, furthermore,
To show time
in addition, in the first place, in the past, last, lately, meanwhile, moreover, next,
sequence
now, presently, second, shortly, simultaneously, since, so far, soon, still,
subsequently, then, thereafter, too, until, until now, when
Dr Supyan Hussin UKM
DSH-UKM-2007

A Guide, Sifu

Recap, we need.
Ideas

Writing skills
Rhetoric approaches,
organization, logical
argument, cohesion, style,
diction

Writing a proposal

Language Competency
Syntax, Semantic, Grammar,
Punctuations,

DSH-UKM-2007
Dr
Supyan Hussin UKM

Theories, Past studies,

Research Methodology,
Arguments

Tools
Computer: Word processing,
spell checker, grammar
checker, internet, graphic
editor, SPSS, End-Note

Assessment
Section-based
Chapter-based

Assessment form: supyanphd.wordpress.com

DSH-UKM-2007
Dr
Supyan Hussin UKM

Thank you
supyanhussin@gmail.com

Dr Supyan Hussin UKM

DSH-UKM-2007