experimental power point research

8/10/2019 Experimental power point research

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AN ANALYSIS OF STUDENTSWRITING ABILITY IN

FORMING IRREGULAR VERB AT THE EIGHTGRADE OF SMP NEGERI 2 PADANGSIDIMPUAN

Tittle of Thesis Seminar

IAIN P.SIDIMPUAN, 25 Sept 2014

Raja Inal Siregar


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A. BACKGROUND OF THE STUDY

English is a universal language, an internasional language, it must

be learned by most of people to do business, students exchange,

and tourism. So thatswhy it should not be a problem for students

in studying English (include forming Irreguler Verb) at the class.

Some students of SMP Negeri 2 Padangsidimpuan find the

difficult in forming irreguler verb /IV ( include my sister who

studies there).

Above the second reason, the researcher want to know how good

students of SMP Negeri 2 Padangsidimpuan sability in forming

irreguler verb is.

Maybe, from this research. We know if students of SMP Negeri 2

ability in forming irreguler verb is good or not. Then, what is the

solution or suggestion to do and to solve the problem?


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B. THE FORMULATION OF THE PROBLEM

1. How is studentswriting ability in forming irregular verb at

the eight grade of SMP Negeri 2 Padangsidimpuan?

2. What are students at the eight grade of SMP Negeri 2

Padangsidimpuan problems in forming irregular verb?

3. How does teacher solve students problem in forming

irregular verb?


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C. THE OBJECTIVE OF THE STUDY

1. To identify the ability of the students in forming irregular verb

2. To recognize the studentsat the eight grade of SMP Negeri 2

Padangsidimpuan problems in forming irregular verb or not.

3. To find out how teacher solves the problems of the students in

forming irregular verb.


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D. SIGNIFICANCE OF THE STUDY

This research will do for all redaers especially for:

1.Teachers, it can inform the teacher whether the students

are able to form irregular verb or not, and also the problemthat students face in forming irregular verb. So that the

teacher can make good method and way for teaching

English especially for irregular verb.

2.Students, it can inform their ability in forming irregular

verb, so they can improve their ability when they think they

are not able enough in forming irregular verb


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experimental research

the researcher selects participants

and divides them into two or more

groups having similar characteristics

and, then, applies the treatment(s) to

the groups and measures the effectsupon the groups


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Conducting an experimental study

1.select the problem

2.select participants and instrument3.selection and execution of a

research plan

4.data analysis and formulation ofconclusions


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Types of experimental comparison

1.comparison of two different approaches

(A versus B)2.comparison of an existing approach

to a new approach (Aand ~ A)

3.comparison of differingamounts of a single approach

(Aand a or aand A)


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where:

Aexperimental (treatment) groupBcontrol (no treatment,

nonmanipulated) group


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Variable...

a concept (e.g., intelligence, height,

aptitude) that can assume any one ofa range of values


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Dependent

the change or difference occurring aa result of the independent variable

(syn.) criterion variable, assigned

variable, effect, outcome, posttest


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Confounding

the fact that the effects of the

independent variable may intertwine

with extraneous variables, such that

it is difficult to determine the unique

effects of each variable(syn.) criterion variable, assigned

variable, effect, outcome, posttest


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Group experimental designs

1.single-variable

2.factorial


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single-variable designs

involve one manipulated independent

variable

pre-experimental

quasi-experimental

true experimental


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types of pre-exper imental design s

one-shot case studyX O

a single group exposed to a

treatment ( X ) and thenposttested ( O )


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one-group pretest-posttest design

O X O

a single group is pretested ( O ),

exposed to a treatment ( X ) and,

then, is posttested ( O )


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static group comparison

X1 OX2 O

involves at least two groups ( X ), one

receiving a new, or experimentaltreatment ( X1) and another receiving a

traditional, or control treatment ( X2)

and, then, are posttested ( O )


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types o f quasi-exper imental designs

nonequivalent control group

design

O X O

random assignment of intact groupsthat are pretested ( O ), exposed to a

treatment ( X ) and then posttested

( O )


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time-series design

O O O O X O O O O

a single group is pretested ( O )

repeatedly until pretest scores are

stable, exposed to a treatment ( X )and, then, is repeatedly posttested

( O )


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types o f true exper imental designs

pretest-posttest control group design

R O X1 O

R O X2 O


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at least two groups are formed by

random assignment ( R ),administered a pretest ( O ), receive

different treatments ( X1, X2), are

administered a posttest, and posttestscores are compared to determine

effectiveness of treatments


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posttest-only control group design

R X1 OR X2 O


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at least two groups are formed by

random assignment ( R ), receivedifferent treatments ( X1, X2), are

administered a posttest, and posttest

scores are compared to determineeffectiveness of treatments


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Solomon four-group design

R O X1 OR O X2 O

R X1 O

R X2 O


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four groups are formed by random

assignment ( R ) of participants, two

groups are pretested ( O ) and two are not,one pretested and one unpretested group

receive the experimental treatments ( X1,

X2

), each group is are administered a

posttest on the dependent variable, and

posttest scores are compared to

determine effectiveness of treatments


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factorial designs

involve two or more independent

variables with at least oneindependent variable being

manipulated by the researcher


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examples of factor ial designs

two-by-two factorial design (four cells)2 X 2

two types of factors (e.g., method of

instruction) each of which has twolevels (e.g., traditional vs. innovative)


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A 2 X 2 factorial design

Independent Variable

A B

DependentVariable

O

O

Group #1 Group #2

Group #3 Group #4Cells

not manipulatedmanipulated


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A

Interacting

factors

B


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A

Interacting

factors

B


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two-by-three factorial design (six cells)

2 X 3

two types of factors (e.g., motivation;

interest) each of which has three levels

(e.g., high, medium, low)


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Single-subject experimental designs

1.ABA withdrawal

2.multiple baseline designs

3.alternating treatments designs


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simple AB design

baseline measurements ( O ) are

repeatedly made until stability isestablished, then the treatment ( X ) is

introduced and an appropriate number

of measurements ( O ) are made duringtreatment implementation


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simple AB design

O O O X O X O X O

baseline treatment

phase phase

A | B


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ABA withdrawal designs

baseline measurements ( O ) are repeatedly

made until stability is established, then thetreatment ( X ) is introduced and an

appropriate number of measurements ( O )

are made during treatment implementation,

followed by an appropriate number ofbaseline measurements ( O ) to determine

stability of treatment ( X )


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ABA withdrawal designs

O O O X O X O X O O O

baseline treatment baseline

phase phase phase

A | B | A


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multiple-baseline designs

used when a return to baseline

conditions is difficult or impossiblesince treatment effects oftentimes do

not disappear when a treatment is

removed


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instead of collecting baseline data on

one specific behavior, data arecollected on: (1) several behaviors for

one participant, (2) one behavior for

several participants, or (3) one

behavior and one participant in severalsettings


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then, over a period of time, the

treatment is systematically applied toeach behavior (or participant, or

setting) one at a time until all

behaviors (or participants or settings)

have been exposed to the treatment


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multiple baseline design

Example: one treatment for three behaviors in three settings

behavior 1 O O OXOXOXOXOXOXOXOXOXOXOXO setting #1

behavior 2 O O O O O OXOXOXOXOXOXOXO setting #2

behavior 3 O O O O O O O O OXOXOXO setting #3

A B

the baseline remains

the same

while the treatment

is applied at other

settings


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alternating treatments design

the relatively rapid and random

alternation of treatments ( T1 T2 Tn)for a single subject but not

necessarily within fixed intervals of

time

T1- T2 - T1 - T1 - T2 - T1 - T1 - T2


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The concept of validity

the experiment tests the variable(s)

that it purports to test


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Threats to validity

internal: factors other than the

independent variable that affect the

dependent variable

external: factors that affect the

generalizability of the study to groups

and settings beyond those of the

experiment


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Threats to internal validity

1.history

2.maturation

3.testing

4.instrumentation

5.statistical regression

6.differential selection of participants

7.mortality

8.selection-maturation interaction


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history

the occurrence of events that are not

part of the experimental treatmentbut that occur during the study and

affect the dependent variable


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maturation

the physical, intellectual, and

emotional changes that occurnaturally in a studys participants

over a period of time


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testing

refers to improved scores on a

posttest as a result of having taken apretest


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instrumentation

the unreliability or lack of

consistency in measuringinstruments that can result in an

invalid assessment of performance


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statistical regression

the tendency of participants who

score highest on a test to scorelower on a second, similar test and

vice versa


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differential selection of participants

the outcome when already formed

groups are compared raising thepossibility that the groups were

different before a study even begins


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mortality

the case in which participants drop

out of a study which changes thecharacteristics of the groups and

may significantly affect the studys

results


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selection-maturation interaction

if already-formed groups are used in

a study, one group may profit more(or less) from a treatment or have an

initial advantage because of

maturation, history, or testing factors


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Threats to external validity

1.pretest-treatment interaction

2.selection-treatment interaction

3.multiple treatment interference4.specificity of variables

5.treatment diffusion

6.experimenter effects7.reactive effects


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pretest-treatment interaction

the situation when participants

respond or react differently to atreatment because they have been

pretested


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multiple-treatment interference

the situation when the same

participants receive more than onetreatment in succession


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selection-treatment interference

the situation when participants are

not randomly selected for treatments


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specificity of variables

the situation when a study is

conducted with (1) a specific kind ofparticipant; (2) is based on a

particular operational definition of

the independent variable; (3) usesspecific dependent variables; (4)

transpires at a specific time; and, (5)

under a specific set of circumstances


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treatment diffusion

the situation when different treatment

groups communicate with and learnfrom each other


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experimenter effects

the situation when the researchers

present potential threats to theexternal validity of their own studies


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reactive arrangements

the situation when a number of

factors associated with the way inwhich a study is conducted interacts

with or shapes the feelings and

attitudes of the participants involved


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Types of reactive arrangements

Hawthorne effect: any situation in

which participants behavior is

affected not by the treatment per sebut by their knowledge of participating

in a study

compensatory rivalry: the controlgroup is informed that they will be the

control group for a new, experimental

study (John Henry effect)


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placebo effect: the situation in which

half of the participants receive no

treatment but believe they arenovelty effect: the situation in which

participant interest, motivation, or

engagement increases simply becausethey are doing something different

Controlling for extraneous


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Controlling for extraneous

(confounding) variables

1.randomization

2.matching

3.comparing homogeneousgroups or subgroups

4.using participants as their own

controls5.analysis of covariance (ANCOVA)


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randomization

the process of selecting and

assigning participants in such a waythat all individuals in the defined

population have an equal and

independent chance of beingselected for the sample


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matching

a technique for equating groups on

one or more variables, usually theones highly related to performance

on the dependent variable (e.g.,

pairwise matching)


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comparing homogeneous groups or

subgroups

a technique to control an extraneousvariable by comparing groups that

are similar with respect to that

variable (e.g., stratified sampling)


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using participants as their own controls

exposing a single group to different

treatments one treatment at a time


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Data analysis and interpretation

for sing le-subject research

a visual inspection and analysis of

graphical presentations of resultsfocuses upon: adequacy of the

design; an assessment of treatment

effectiveness (clinicalvs. statisticalsignificance)


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True and false

the manipulation of the independentvariable is the one characteristic thatdifferentiates correlational researchfrom other types of research

False


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True and false

an experimental study is guided byat least one hypothesis that statesan expected causal relationshipbetween two variables

True


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True and false

the experiment in an experimentalstudy is conducted to conform ordisconfirm the research problem

False


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True and false

experimental research has bothrandom selection and assignmentwhereas causal-comparativeresearch has random selection not

assignment True


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True and false

it is correct to state that a controlgroup always receives no treatmentin experimental studies

False


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True and false

in an experimental study, theresearcher makes every effort toensure that the two groups start asequivalently as possible on all

variables except the independentvariable

True


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True and false

in an experimental study, theresearcher collects data on theindependent variable from thegroups to determine whether there is

a significant difference between theirperformances

False


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True and false

in an experimental study, theresearcher endeavors to make thegroups as similar as possible so thatthe only major difference between

them is the treatment variable(s)manipulated by the researcher

True


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True and false

even though experimental researchis the only type of research that cantruly establish cause-effectrelationships, it is not universally

appropriate for all researchproblems or studies

True


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True and false

an experiment is valid if resultsobtained are due only to the controlvariable and if they are generalizableto individuals or contexts beyond the

experimental setting

False


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True and false

internal validity focuses uponthreats or rival explanations thatinfluence the outcomes of anexperimental study but are not part

of the independent variable

True


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True and false

if a studys results cannot bereplicated in other settings by otherresearchers, then the study has lowexternal reliability

False


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True and false

to conduct a valid experiment, all theresearcher has to do is to maximizeinternal and external validity

False


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True and false

true experimental designs control forall sources of internal and externalvalidity

False


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True and false

the more narrowed and controlleda research situation is, the lessrealistic and generalizable itbecomes

True


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True and false

a study that is not internally validis worthless

True


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True and false

the way a researcher controls for

selection-maturation interaction isto select a design that controls forpotential problems or to makeevery effort to determine ifselection-maturation interaction isoperating in the study

True


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True and false

pretest-treatment interactionmakes a studys resultsgeneralizable only to otherpretested groups

True


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True and false

the seriousness of pretest-treatmentinteraction threat is dependent uponthe research participants, the natureof the independent and dependent

variables, and the duration of thestudy

True


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True and false

even if intact groups are randomlyselected, the possibility exists thatthe experimental group is in someimportant way different from the

control group and/or from the largerpopulation

True


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True and false

selection-treatment interaction is anuncontrolled variable in researchdesigns involving randomization

True


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True and false

it is possible to know what aresearcher means by the termsassigned to variables without clearoperationalized descriptions

False


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True and false

good designs control for manysources of invalidity, poor designscontrol few

True


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True and false

ANCOVA is used to correct oradjust posttest scores for initialpretest differences

True


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True and false

ANCOVA is assumes that therelationship between theindependent and covariate variablesis curvilinear

False


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True and false

a researcher should not totallyaccept or reject a research designbecause of how it controls (or fails tocontrol) for sources of invalidity

True


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True and false

a researcher should decide whichresearch design is most appropriatenot only by the controls provided butalso by the nature of the study and

the setting in which it is to beconducted

True


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True and false

in a static-group comparison design,each group serves as a control orcomparison group for the othergroup(s)

True


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True and false

in a true experimental designs,participants should be randomlyselected or randomly assigned

False


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True and false

in the pretest-posttest control groupdesign, if groups are essentially thesame on the dependent variable atthe start of a study, a t-test can be

used for analysis; if not, ANCOVA isused

True


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True and false

the more dissimilar the intact groupsin a study are, the stronger the studyis

False


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True and false

when describing and symbolizingfactorial designs, the control variableis placed first

False


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True and false

the purpose of a factorial design is todetermine whether the effects of anindependent variable aregeneralizable across all levels or are

specific to particular variables

True


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True and false

factorial designs are very effectivefor testing research hypothesesthat cannot be tested with a single-variable design

True


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Fill in the blank

the two main ways that researchersequate groups participating inexperimental research

simple random sampling

stratified random sampling


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Fill in the blank

the researcher decides whattreatment(s) will constitute theindependent variable and whichgroup will get which treatment

manipulation


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Fill in the blank

the researchers efforts to removethe influence of any extraneousvariable that might affect scores onthe dependent variable

control


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Fill in the blank

the researchers concern withthreats or factors other than theindependent variable that affect thedependent variable

internal validity


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Fill in the blank

the researchers concern with theextent to which the study resultscan be generalized to groups andsettings beyond those of the

experiment external validity


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Fill in the blank

a threat to validity involving thetendency for scores to moretoward a average or expectedscore

statistical regression


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Fill in the blank

a threat to internal validity that maybe overcome by testing for initialequivalence between groups

differential selection of participants


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Fill in the blank

the population from which aresearcher endeavors to extract asample

target population


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Fill in the blank

the actual population from which aresearcher extracts a sample

accessible population


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Fill in the blank

the influences on the part of theexperimenter over which theexperimenter has no direct controlbut may affect study procedures

passive experimenter effects

experimenter personal-attributes effects


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Fill in the blank

the situation in which aresearcher's expectation of thestudy affect the researchersbehavior and the researcher

outcomes active experimenter effect

experimenter bias effect


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Fill in the blank

an external variable that effectsthe independent variable andintertwines with other extraneousvariables such that it is difficult

to determine the unique effectsof each

confounding variable


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Fill in the blank

the term referring to a design thathas more than one independentvariable

factor(ial)


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Fill in the blank

a study to compare the achievementof two groups: one group taught inan anxiety-producing environmentand one group taught in an anxiety-

reducing environmentexperimental


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Fill in the blank

the nonmanipulated variable in afactorial design

control variable


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Fill in the blank

a second study conducted by adifferent investigator, with differentparticipants, behaviors, and settings

systematic replication


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Fill in the blank

additional studies that addconfidence to the procedures thatproduced those results

replication


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Fill in the blank

a second study involving the

development of treatment packages,composed of two or moreinterventions that have been foundto be effective individually, designed

for persons with complex behaviordisorders

clinical replication


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Fill in the blank

a second study conducted on anumber of participants with thesame problem, location, or time

simultaneous replication

This module has focused on


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This module has focused on...

experimental studies

...which test hypotheses to establish

cause-and-effect relationships

The next module will focus on


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The next module will focus on...

descriptive statistics

the set of mathematical

procedures for describing,

synthesizing, analyzing, and

interpreting quantitative data

experimental power point research

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