Sambutan Penulis di Posting ke-100

My 100th Post

Written by Ari Julianto

Alhamdulillah, puji syukur kepada Allah SWT dimana tanpa disadari hari ini saya menulis dan memposting sudah yang ke-100. Artinya angka tersebut sudah saya capai dalam beberapa bulan sejak saya memulai menulis di blog ini akhir tahun 2012.

Semula saya berniat hanya sekedar iseng sebab sebagai seorang guru/dosen mantan jurnalis adalah suatu kewajiban bagi saya untuk terus menulis dan melakukan penelitian demi perkembangan dunia pendidikan. Namun, akhirnya saya memutuskan untuk serius dan fokus pada setiap posting yang saya terbitkan.

Memang saya akui dan kita lihat sendiri masih ada dan kebanyakan para guru/dosen enggan untuk menulis baik di media blog ataupun di jurnal pendidikan. Kontribusi seorang guru/dosen bukan hanya sekedar mengajar dan memberi ilmu dengan metode bertatap muka langsung, akan tetapi banyak media yang bisa dimanfaatkan untuk mengembangkan dunia pendidikan.

Tercapainya posting ke-100 ini juga berkat peran para pembaca dan murid-murid saya yang telah dan terus membaca setiap posting yang saya tulis. Hasilnya, melalui dari email yang masuk banyak yang meminta pertolongan dari saya untuk membantu mereka menyusun skripsi. Adalah komitmen saya untuk menjawab dan membantu mereka.

Dari banyaknya email yang masuk saya juga belajar dan menganalisis kesulitan-kesulitan para mahasiswa dalam menyusun skripsi yang pada akhirnya saya membuat suatu kesimpulan. Kesimpulan tersebut adalah pentingya melibatkan setiap mata kuliah yang dimulai dari semester I hingga akhir ada dikaitkan dengan research. Misalnya mata kuliah writing, vocabulary, grammar, teaching, reading dan sebagainya diarahkan ke penulisan skripsi. Inilah yang belum dilakukan para teaching material designer lakukan sekarang ini. 

Kita tidak bisa menyalahkan siapa-siapa jika banyak mahasiswa tidak paham dengan methodology of research. Bukan saja mahasiswa S1 bahkan rekan-rekan saya yang S2 pun masih kesulitan untuk menyusun thesis.

Kita sadari ilmu semasa di bangku perkuliahan tidak bisa kita serap 100%. Ilmu yang diperoleh sedikit itu akan dikembangkan saat kita terjun langsung ke lapangan.

Satu hal lagi yang ingin saya imbau kepada rekan-rekan seprofesi sebagai dosen yang mendapat tugas jabatan sebagai dosen pembimbing agar mempelajari methodology of research. Dosen pengampu mata kuliah Bahasa Inggris tidak akan cukup hanya dengan bekal English Teaching Materials untuk menjadi seorang dosen pembimbing. Akan lebih baik jika dosen yang terlibat mendalami penelitian.

Akhirnya, saya ucapkan terima kasih sebesar-besarnya kepada mereka yang telah membaca setiap postingan saya, kepada mereka yang telah memberi komentar dan kepada mereka yang telah memberi masukan dan kritikan serta kepada mereka yang telah mengirimkan email kepada saya. Saya masih bukan siapa-siapa. Saya hanya seorang dosen yang dibayar honornya dengan rendah. Tetapi saya masih dalam proses pembelajaran dan akan terus belajar. Amin.
 

Tips Memilih Lokasi Penelitian

      Tips Memilih Lokasi Penelitian

 
Written by Ari Julianto

Lokasi penelitian (location of the research) memainkan peran yang sangat penting untuk mendukung keberhasilan sebuah hasil penulisan skripsi/thesis. Pemilihan lokasi penelitian haruslah sangat hati-hati mengingat di lokasi tersebutlah data akan diperoleh baik data primer maupun sekunder yang akan dilaporkan.

Tidak sedikit mahasiswa atau peneliti mengalami kesulitan saat proses penelitian di lokasi yang dia pilih. Dari hasil pengamatan saya, para mahasiswa atau peneliti sering mengalami kesulitan dan hambatan saat proses di lokasi penelitian. Berikut saya mencoba menguraikan hambatan beserta tips memilih lokasi penelitian.

I. Hambatan di Lokasi Penelitian
1. Mahasiswa/Peneliti harus mengikuti peraturan yang berbeda dan unik yang berlaku di lokasi tersebut (sekolah, kantor, instansi dan sebagainya),
2. Para supervisor yang bertanggung jawab mengawasi mahasiswa/peneliti kerap memanfaatkan tenaga mahasiswa/peneliti,
3. Tidak semua data primer yang dianggap penting oleh mahasiswa/peneliti untuk hasil risetnya bisa diberikan,
4. Kurangnya fasilitas yang mendukung dalam proses penelitian di lokasi tersebut,
5. Situasi dan kondisi yang tidak kondusif di lokasi penelitian (misalnya, terjadi gap antar guru di sekolah atau karyawan di kantor)
6. Terlalu banyak supervisor yang ikut serta mengawasi proses penelitian sehingga mahasiswa/peneliti kesulitan menentukan siapa yang diprioritaskan,
7. Para responden (jika melibatkan objek penelitian) kurang kooperatif sehingga hasil data kurang lengkap (misalnya dalam bentuk interview, kuesioner dan sebagainya),
8. Dan sejumlah hambatan lainnya yang bisa saja sewaktu-waktu akan mempersulit si mahasiswa/peneliti.

II Tips Memilih Lokasi Penelitian
1. Pilihlah lokasi yang mendapat rekomendasi dari orang terpercaya (misalnya dari dosen pembimbing, keluarga, kerabat atau teman dekat),
2. Pilihlah lokasi dimana Anda pernah bertugas di dalamnya (misalnya bekerja di sana, praktik lapangan, mengajar dan sebagainya),
3. Pilihlah lokasi yang mudah dijangkau. Bila perlu yang terdekat dengan tempat tinggal Anda,
4. Pilihlah lokasi yang menurut Anda sudah memenuhi kriteria syarat permasalahan skripsi/thesis Anda (misalnya tidak mungkin Anda meneliti writing skill in English tapi lokasinya di sebuah pabrik industri perikanan),
5. Lokasi penelitian yang baik bukan berarti lokasi tersebut harus bergedung mewah dan memiliki banyak karyawan,
6. Pilihlah lokasi dimana segala bentuk urusan administrasi berjalan dengan baik (mengingat Anda butuh surat balasan riset dari lokasi tersebut),
7. Alangkah lebih baiknya jika Anda mengenal orang-orang yang berada di lokasi tersebut,
8. Carilah informasi apakah lokasi tersebut akan eksis selama proses riset Anda. Bisa saja sekolah atau perusahaan yang Anda pilih ternyata mengalami masalah dan harus ditutup tiba-tiba selama proses riset Anda,
9. Pilihlah lokasi yang memiliki multi-etnis. Ini akan membantu Anda agar tidak terjadi diskriminasi selama proses riset,
10. Terakhir, mencari informasi dari berbagai pihak apakah lokasi tersebut mau menerima pihak luar untuk mengadakan penelitian di dalamnya.

Demikianlah pembahasan kita kali ini. Semoga bermanfaat. Amin.

Glossary of Research Terms

Glossary of Research Terms


             Written by 

           Ari Julianto

 




   
Abstract----a brief summary of the research study.

Analysis---the process of synthesizing data to answer the research question.

Alpha---in tests of statistical significance, the alpha level indicates the Probability of committing a Type I error; in estimates of internal consistency, a reliability coefficient, as in Cronbach alpha.

Analysis of variance---a statistical test for comparing mean scores among 3 or more groups.

Beta---in statistical testing, the beta is the probability of a type II error; in multiple regressions, the standardized coefficients indicating the relative weights of the independent variables.

Bias---any influence that can change the results of a study
Case Study---a study design that provides an in-depth review of a single subject or case.

Causal relationship---a relationship between 2 variables in which the presence or absence of one variable determines the presence or absence of the other.

Chi-square test---a nonparametric statistical test used to determine relationships between two nominal level variables.

Cluster sampling---selecting a random sample from clustered groups.

Coefficient alpha (Cronbach alpha) ---a reliability index that estimates the internal consistency of a measure with several items of sub-parts.

Conceptual map---a diagram representing the relationship of variables.

Concurrent validity---the degree to which scores on an instrument are correlated with some external criterion, measured at the same time.

Confidence interval---a range of values that a parameter is estimated to fall within.

Confounding variable---a variable that might affect the dependent variable, also termed “extraneous variable” subject.

Construct validity---the degree to which an instrument measures the construct intended.

Content analysis---the process of organizing narrative qualitative information according to themes and concepts.

Control group---subjects in a research study who do not receive the experimental treatment.

Convergent validity---a type of validity that reflects the degree to which scores from an instrument resemble scores from a different measure of the construct.

Correlation coefficient---an index that reflects the degree of relationship between 2 variables. A perfect positive relationship + 1, no relationship is 0, and – 1 is a perfect negative relationship.

Criterion validity---the degree to which scores on an instrument are correlated with some external criterion.

Cronbach alpha---a reliability index that reflects the internal consistency of a measure.

Cross-sectional study---a study design that collects data at a single point in time for the purpose of inferring trends over time.

Data cleaning---the process of trying to find errors in the data set.

Degrees of freedom---a concept used with statistical tests that refers to the number of sample values that are free to vary. In a sample, all but one value is free to vary, and the degrees of freedom is often N-1.

Descriptive study---a study that defines or describes a population or phenomenon.

Descriptive statistics---methods used to describe or summarize the characteristics of data in a sample.

Dependent variable---the outcome variable of interest.

Dichotomous variable---a variable with only 2 categories.

Effect size---a statistical term of the magnitude of the relationship between 2 variables.

Experimental group---subjects in a research study who receive the experimental treatment or intervention.

Exploratory study---a type of study design used to explore or gain insights into a phenomenon.

Ex post facto---a type of research design that studies something after it has occurred.

Experiment--- a research study in which the independent variables are manipulated and subjects are randomly assigned to different conditions.

External validity---refers to how representative the results of the study are (generalizability).

Face validity---the degree to which a test appears to measure a concept based on the judgment by experts.

Factor analysis---a statistical procedure for reducing a large set of variables into smaller sets of related variables.

Focused interview---an interview that is partially structures or semi-structures.

Frequency distribution---a display of data values from the lowest of the highest, along with a count of the number of times each value occurred.

Grounded theory---a method used in qualitative research to develop categories of theories and propositions about their relationships from data.

Hawthorne effect---changes that occur in people’s behavior because they know they are being studied.

Histogram---a graphic display of data frequency using rectangular bars with heights equal to the frequency count.

Hypothesis---a statement of the relationship between 2 or more study variables.

Independent variable---the conditions or factors that are explored in relationship to their influence on the dependent variable.

Indirect (inverse) relationship---a negative correlation between 2 variables.

Internal consistency reliability---the degree to which all items in a scale are measuring the same dimension of a concept.

Internal validity---a measure of the independent variable being responsible for an observed effect.

Inter-rater reliability---the reliability of measures across different raters.

Interval scale---measures data that rank orders a variable with equal distance between measurement points (eg, temperature data).

Instruments---devices or techniques used to collect data.

Likert scale---a scale of measurement in which respondents are asked to respond to statements based on how much they agree or disagree.

Literature review---the process of searching published work to find out what is known about a research topic.

Longitudinal study---a research study that is conducted over time and measures the same variables.

Mean---the average value or measure of central tendency. The mean is obtained by dividing the sum of values by the total number of values.

Median---the middle score.

Mode---the value that occurs most frequently.

Multiple regression---a statistical procedure for understanding the effects of 2 or more independent variables on a dependent variable.

N---used to designate the total sample size.

n---used to designate the number of subjects in a subgroup.

Nominal scale---a scale that measures data by assignment of characteristics into categories (eg, male=1, female=2).

Nonparametric statistics---tests that can be used to analyze nominal and ordinal data or data that are not normally distributed.

Null hypothesis---a statement that no relationship exists between study variables.

Ordinal scale---a scale that measures data that rank order values.

Parametric statistics---tests that are used to analyze interval level data and data that is normally distributed between 2 variables

Phenomenology---a qualitative research method that focuses on the lived experience of subjects.

Pilot study---a small scale study conducted to test the plan and method of a research study.

Power analysis---refers to a way of calculating the number of subjects needed for results of a study to be considered statistically significant.

Quasi-experimental---a type research design in which subjects are not randomly assigned to treatment conditions, but manipulation of the independent variable does occur.

R---the symbol that indicates the squared multiple correlation coefficient which indicates the amount of variance in the dependent variable accounted for or explained by the independent variable.

Random sample---a sample selected in a way that ensures that every subject has an equal chance of being included.

Range---represents the dispersion of data or the difference between the smallest and largest values.

Ratio scale---a scale that has a zero point and equal distances between scores.

Regression---a statistical procedure for predicting values of a dependent variable based on the values of one or more independent variables.

Reliability---refers to the consistency of the measures and means that an instrument produces consistent results or data with repeated use.

Research utilization---implemented of research findings in practice.

Respond rate---the rate of participation in a study

Scatter diagram (scatter plot) ---a graphic presentation of the correlation between two variables.

Significance level---the probability that an observed relationship could be caused by chance. A significance level of 0.5 indicates the probability that a relationship would be found by chance only 5 times out of 100.

Standard deviation---a measure of variability of data. The standard deviation is the average of the deviations from the mean.

Standard score (z-score) ---refers to how many standard deviations away from the mean a particular score is located.

Test-retest reliability---a method for determining the reliability of an instrument by administering it in 2 or more occasions to the same respondents.

Triangulation---refers to the use of several methods to collect data on the same concept.

T-test---a statistical test used to determine if the means of 2 groups are significantly different.

Type I error (alpha error)--- occurs when it is concluded that a difference between is not due to chance when in fact it is (reject a true null hypothesis).

Type II error (beta error)--- occurs when it is concluded that differences between groups were due to chance when in fact they were due to the effects of the independent variable (accepts a false null hypothesis.

Variable---a characteristic, attribute, or outcome.

Variability---the degree to which values are widely different or dispersed.

Validity---refers to the ability of the instrument to measure what it proposes to measure.

Variance---a descriptive statistic that examines how scores are distributed.

Z-score---a standard score, express in terms of standard deviations from the mean.


(taken from any sources)

Pentingnya Pra-riset

Pentingnya Pra-riset

Written by Ari Julianto

Pra-riset (pra-penelitian) adalah suatu tindakan mengumpulkan informasi pokok seputar topik yang potensial dengan menggunakan beragam sumber referensi.

Proses pra-riset dapt berupa pengamatan masalah di lapangan, perumusan masalah, pengembangan kerangka berpikir, hingga penyusunan proposal.

Pra-riset sangatlah penting mengingat ia adalah kunci keberhasilan awal yang harus dipersiapkan peneliti. Artinya peneliti semestinya melakukan penjajakan awal atau dengan kata lain peneliti semestinya melakujkan studi pendahuluan.

Studi pendahuluan yang berorientasi itu bertujuan memetakan konsep, memetakan problem, menentukan metode dan sebagainya. Hal ini berarti pra-riset membutuhkan si peneliti untuk terjun ke lapangan. Seorang peneliti tidak hanya duduk dan menghadap meja kerja dan melakukan penerawangan untuk mencari ilham. Walaupun itu kajian literature atau penelitian kepustakaan sekalipun. Hal ini menunjukkan bahwa apapun jenis penelitian yang akan dilakukan sebaiknya melakukan pra-riset.

Dalam pra-riset juga dilakkan observasi terhadap objek penelitian. Yang perlu dipantau adalah bagaimana sistem kerja yang ada di objek tersebut. Bidang kerja apa saja yang terdapat di lingkungannya dan permasalahan apa yang terjadi di objek tersebut.

Setelah melihat sistem kerja dengan observasi, maka peneliti melakukan wawancara untuk mengetahui lebih dalam lagi seperti apa sistem di objek tersebut. Hal ini bertujuan agar mengetahui apa saja yang menjadi kendala, datanya seperti apa, siapa saja yang terlibat dalam sistem dan bagaimana sistem yang diinginkan untuk dikembangkan.

Dalam proses ini juga diperlukan dokumentasi yakni pengumpulan informasi data. Mintalah data, dokumen atau contoh formulir, nota, dan lain-lain yang ada di objek penelitian. Hal ini dilakukan agar penelitian yang akan ilakukan memiliki data aktual yang terdapat di objek penelitian sehingga dalam menghasilkan sebuah output dapat disesuaikan dengan data yang ada.

Pra-riset memiliki sejumlah manfaat antara lain"
- Peneliti bisa mengetahui lebih banyak fakta dan informasi tentang topik yang tengah dibahasnya.
- Membantu peneliti untuk memperluas dan membatasi cakupan topik yang tengah dibahasnya.
- Peneliti bisa terbiasa dan memahami istilah, kosa kata dan frase yang akan digunakannya dalam membuat proposal dan skripsi nantinya.

Contoh: 
(Untuk Literature) Anda tertarik untuk meneliti Mental Conflict in Harry Potter
- Anda harus mengenal terlebih dahulu siapa pengarangnya dan serial novel lainnya,
- Anda harus mencari tahu siapa itu Harry Potter (karakter, usianya, latar belakangnya, kehidupannya dsb)
- Anda harus mencari dan mendapatkan novelnya, dan bahlan DVD filmnya
- Baca atau tontonlah serial Harry Potter kemudian amati apakah memang ada Mental Conflict di dalam serial tersebut,
- Jika Anda menemukannya maka Anda siap untuk melangkah ke proposal.

(untuk education) Anda tertarik untuk meneliti Correlation between Students Needs in Writing and Students' English test result.
- Anda harus mencari 1 sekolah pilihan Anda
- Perhatikan berapa jumlah siswa yang ada di sekolah itu,
- Mintalah data nilai siswa untuk writing dan nilai rapor siswa
- Amati dan banding-bandingkan keduanya
- Pikirkan apakah ada hubungannya nilai siswa yang rendah dengan tidak dipenuhinya kebutuhan siswa dalam writing skill
 
Demikianlah pembahasan kita kali ini. Semoga bermanfaat. Amin.

How to Write Clearly

                      How to Write Clearly

Written by Edwin A. Abbott. in How to Write Clearly . 2007.

1. Use words in their proper sense.
2. Avoid exaggerations.
3. Avoid useless circumlocution and "fine writing."
4. Be careful in the use of "not ... and," "any," "but," "only," "not ... or," "that."
4 a. Be careful in the use of ambiguous words, e.g. "certain."
5. Be careful in the use of "he," "it," "they," "these," &c.
6. Report a speech in the First Person, where necessary to avoid
ambiguity. 6 a. Use the Third Person where the exact words of the speaker are not intended to be given. 6 b. Omission of "that" in a speech in the Third Person.
7. When you use a Participle implying "when," "while," "though," or "that," show clearly by the context what is implied.
8. When using the Relative Pronoun, use "who" or "which," if the meaning is "and he" or "and it," "for he" or "for it." In other cases use "that," if euphony allows. Exceptions.
9. Do not use "and which" for "which."
10. Equivalents for the Relative: (a) Participle or Adjective; (b) Infinitive; (c) "Whereby," "whereto," &c.;(d)
"If a man;" (e) "And he," "and this," &c.; (f) "what;" (g) omission of Relative.
10 a'. Repeat the Antecedent before the Relative, where the non-repetition causes any ambiguity. See 38.
11. Use particular for general terms. Avoid abstract Nouns.
11 a. Avoid Verbal Nouns where Verbs can be used.
12. Use particular persons instead of a class.
13. Use metaphor instead of literal statement.
14. Do not confuse metaphor.
14 a. Do not mix metaphor with literal statement.
14 b. Do not use poetic metaphor to illustrate a prosaic subject.
15 b. An interrogation sometimes gives emphasis.
16. The Subject, if unusually emphatic, should often be transferred from the beginning of the sentence.
17. The Object is sometimes placed before the Verb for emphasis.
18. Where several words are emphatic, make it clear which is the most emphatic. Emphasis can sometimes be given by adding an epithet, or an intensifying word.
19. Words should be as near as possible to the words with which they are grammatically connected.
20. Adverbs should be placed next to the words they are intended to qualify.
21. "Only"; the strict rule is that "only" should be placed before the word it affects.
22. When "not only" precedes "but also," see that each is followed by the same part of speech.
23. "At least," "always," and other adverbial adjuncts, sometimes produce ambiguity.
24. Nouns should be placed near the Nouns that they define.
25. Pronouns should follow the Nouns to which they refer, without the intervention of any other Noun.
26. Clauses that are grammatically connected should be kept as close together as possible. Avoid parentheses.
27. In conditional sentences, the antecedent or "if-clauses" must be kept distinct from the consequent clauses.
28. Dependent clauses preceded by "that" should be kept distinct from those that are independent.
29. Where there are several infinitives, those that are dependent on the same word must be kept distinct from those that are not.
30. The principle of Suspense.
30 a. It is a violation of the principle of suspense to introduce unexpectedly at the end of a long sentence,
some short and unemphatic clause beginning with (a) "not," (b) "which."
31. Suspense must not be excessive.
32. In a sentence with "if," "when," "though," &c., put the "if-clause," antecedent, or protasis, first.
33. Suspense is gained by placing a Participle or Adjective, that qualifies the Subject, before the Subject.
34. Suspensive Conjunctions, e.g. "either," "not only," "on the one hand," &c., add clearness.
35. Repeat the Subject, where its omission would cause obscurity or ambiguity.
36. Repeat a Preposition after an intervening Conjunction, especially if a Verb and an Object also intervene.
37. Repeat Conjunctions, Auxiliary Verbs, and Pronominal Adjectives.
38. Repeat the Subject, or some other emphatic word, or a summary of what has been said, if the sentence is so long that it is difficult to keep the thread of meaning unbroken.
39. Clearness is increased, when the beginning of the sentence prepares the way for the middle, and the
middle for the end, the whole forming a kind of ascent. This ascent is called "climax."
40. When the thought is expected to ascend, but descends, feebleness, and sometimes confusion, is the result.
The descent is called "bathos."
40 a. A new construction should not be introduced unexpectedly.
41. Antithesis adds force and often clearness.
42. Epigram.
43. Let each sentence have one, and only one, principal subject of thought. Avoid heterogeneous sentences.
44. The connection between different sentences must be kept up by Adverbs used as Conjunctions, or by
means of some other connecting words at the beginning of the sentence.
45. The connection between two long sentences or paragraphs sometimes requires a short intervening sentence showing the transition of thought.

Approaches to Action Research

Approaches to Action Research

Written by Ari Julianto
 
In education, action research can be applied to such areas as curriculum development, teaching strategies, and school reform. Action research in schools is also called practitioner research, teacher inquiry, or teacher research, although the process can certainly be used by other school personnel besides teachers, including coaches, counselors, principals, superintendents, librarians, technology specialists, and other education professionals.

The goal of action research in education is to create an inquiry stance toward teaching where questioning one’s own practice becomes part of the work and of the teaching culture. There are four main approaches in action research, they are:

1. Collaborative Action Research
This approach involves multiple researchers. In education, this may include school and university personnel or teachers and school administrators.
The purpose/Goal is To share expertise and foster dialogue among stakeholders

2. Critical Action Research
This approach involves wide collaboration. In education, this may include university researchers, school administrators, teachers, and community members.
The purpose/Goal is to evaluate social issues and use the results for social change.

3. Classroom Action Research
This approach involves teachers in their classrooms; can involve groups of teachers examining common issues.
The purpose/Goal is to improve classroom practice or to improve practices in the school.

4. Participatory Action Research
This approach involves collaboration among stakeholders in a social process.
The purpose/Goal is to explore practices within social structures (emancipatory); to challenge power differences and unproductive ways of working (critical); and to change theory  and practice (transformational).

There are three main characteristics of action research:
1. The research is situated in a local context and focused on a local issue.
2. The research is conducted by and for the practitioner.
3. The research results in an action or a change implemented by the practitioner in the context.

Source: Ary, Donald et al. 2010. Introduction to Research in Education. Belmont: Wadsworth.

Quotes About Research

 

                      Quotes About Research

                                               Collected by Ari julianto


"In a research-poor context,isolated experience replaces professional knowledge as the dominant influence on how teachers teach."

"You'd be amazed how much research you can get done when you have no life whatsoever."

"Money won't buy happiness, but it will pay the salaries of a large research staff to study the problem."

"It is really important to do the right research as well as to do the research right. You need to do 'wow' research, research that is compelling, not just interesting."

"The way to do research is to attack the facts at the point of greatest astonishment."

"The most successful research topics are narrowly focused and carefully defined, but are important parts of a broad-ranging,complex problem."

"It is a good morning exercise for a research scientist to discard a pet hypothesis every day before breakfast. It keeps him young"

"Of all the decisions you'll make as an emerging scientist, none is more important than identifying the right research area, an in particular, the right research topic. Your career success will be determined by those two choices."

"Research is what I'm doing when I don't know what I'm doing."

"Research has shown that the best way to be happy is to make each day happy."

"Brain research tells us that only twenty percent of human beings have a sense of irony, which means that eighty percent of the world takes everything at face value."

"If you steal from one author it's plagiarism; if you steal from many it's research."

"In much of society, research means to investigate something you do not know or understand."

"Research is formalized curiosity. It is poking and prying with a purpose."

Data Nominal, Ordinal, Rasio dan Interval

Data Nominal, Ordinal, Rasio dan Interval
Written by Ari Julianto

Selain data ditinjau dari sumber dan bentuknya, data apat juga ditinjau berdasarkan skala atau tingkat pengukurannya. Jenis data ini dapat dikelompokkan menjadi: 

 1. Data Nominal
Data nominal termasuk jenis data kualitatif, dan hanya mempunyai satu kategori, sehingga tidak menunjukkan tingkatan atau heirarhi. Misalnya data tentang tempat tinggal, jenis kelamin, agama, suku bangsa, status perkawinan/marital, tempat lahir, nama sekolah, mata pencaharian dan sebagainya.

Data nominal untuk memudahkan analisis biasanya dijadikan angka yaitu proses yang disebut kategori. Bilangan yang dipergunakan hanya sebagai lambang/simbol untuk membedakan setiap kategori.Pemberian angka ini hanya sebagai simbol atau tanda saja, tidak berjenjang artinya tidak dapat dikatakan guru laki-laki lebih baik dari perempuan dan sebagainya. Misalnya:

Jenis kelamin
- Perempuan diberi lambang/simbol 1
- Laki-laki diberi lambang/simbol 2

Satus perkawinan/marital
- Kawin diberi simbol/lambang 1
- Belum kawin diberi lambang/simbol 2
- Janda/duda diberi lambang/simbol 3

Alamat rumah guru
- Sama dengan lokasi sekolah diberi lambang/simbol 1
- Berbeda desa tapi satu kecamatan diberi lambang/simbol 2
- Berbeda kecamatan satu kabupaten diberi lambang/simbol 3
- Lintas kabupaten diberi lambang/simbol 4

Agama guru/kepala sekolah
- Islam diberi lambang/simbol 1
- Kristen diberi lambang/simbol 2
- Hindu diberi lambang/simbol 3
- Buddha diberi lambang/simbol 4
- Lainnya diberi lambang/simbol 5

b. Data Ordinal
Data ordinal termasuk data kualitatif yang jenjangnya lebih tinggi dari data nominal. Data ordinal sudah menunjukkan lambang dan jenjang atau tingkatan (rank) lebih besar, lebih kecil. Semakin kecil bilangan semakin jelek dan makin besar semakin bagus, jadi semakin besar bilangan makin tinggi peringkatnya. Misalnya:

Tingkat pendidikan guru/kepala sekolah
- D4 1
- S1 2
- S2 3
- S3 4

Persepsinya terhadap profesi guru
- sangat senang 3
- senang     2
- tidak senang     1

Kualitas pembelajaran
- Sangat baik     5
- Baik         4
- Cukup     3
- Kurang baik     2
- Buruk     1

c. Data Rasio
Data rasio merupakan jenis data paling tinggi, dapat menyatakan sebagai peringkat, menyatakan jarak, dan mempunyai titik nol sebagai titik mutlak,serta dan dapat dioperasikan secara matematik (dijumlah, dibagi,dikurangi dan dikali) Misalnya, besarnya honor kelebihan mengajar dinyatakan dalam rupiah/minggu.

d. Data Interval
Data interval termasuk dalam jenis data kuantitatif, berupa angka, dapat bertingkat/berjenjang, dapat menunjukkan peringkat (makin besar bilangan makin tinggi peringkatnya), bilangan menyatakan jarak (interval), dan titik nol bukan merupakan titik mutlak. Titik nol dinyatakan berdasarkan perjanjian.
Misalnya:
 
Jumlah siswa
- < 500 orang            1
- 500 – 1000 orang     2
- 1001 – 1500 orang   3
- > 1500 orang          4

Perolehan Nilai Ujian Nasional
- < 3             1
- 3 – 5           2
- > 5             3

Luas sekolah
- < 1000 meter²     1
- 1000 – 3000 m²   2
- > 3000 m²          3

Demikianlah pembahasan kita kali ini. Semoga bermanfaat. Amin.


RELATED POSTINGS
http://skripsi-fkip-inggris.blogspot.com/2013/06/data-primer-dan-sekunder.html
http://skripsi-fkip-inggris.blogspot.com/2013/06/data-kuantitatif-dan-kualitatif.html
http://skripsi-fkip-inggris.blogspot.com/2013/01/apa-itu-data.html
http://skripsi-fkip-inggris.blogspot.com/2013/07/data-collection-procedure-written-by.html
http://skripsi-fkip-inggris.blogspot.com/2013/04/methods-of-data-analysis-in-qualitative.html
http://skripsi-fkip-inggris.blogspot.com/2012/10/metode-dan-pengumpulan-data.html
http://skripsi-fkip-inggris.blogspot.com/2013/07/presenting-data-visually.html

What Is Statistic?

What Is Statistic?


by John W. Best and James V. Kahn in Research in Education.1998.


Statistics is a body of mathematical techniques or processes for gathering, organizing,analyzing, and interpreting numerical data. Because most research yields such quantitative data, statistics is a basic tool of measurement, evaluation, and research.

The word statistics is sometimes used to describe the numerical data gathered. Statistical data describe group behavior or group characteristics abstracted from a number of individual observations that are combined to make generalizations possible.

the typical white-collar worker,” or “the representative city” These are statistical concepts and, as group characteristics, may be expressed in measurement of age,size, or any other traits that can be described quantitatively. When one says that “the average fifth-grade boy is 10 years old,” one is generalizing about all fifthgrade boys, not any particular boy.

Thus, the statistical measurement is an abstraction that may be used in place of a great mass of individual
measures.The research worker who uses statistics is concerned with more than the manipulation of data. The statistical method serves the fundamental purposes of description and analysis, and its proper application involves answering the following questions:

1. What facts need to be gathered to provide the information necessary to answer the question or to test the hypothesis?
2. How are these data to be selected, gathered, organized, and analyzed?
3. What assumptions underlie the statistical methodology to be employed?
4. What conclusions can be validly drawn from the analysis of the data?

Research consists of systematic observation and description of the characteristics or properties of objects or events for the purpose of discovering relationships between variables. The ultimate purpose is to develop generalizations that may be used to explain phenomena and to predict future occurrences. To conduct research, one must establish principles so that the observation and description have a commonly understood meaning.

Measurement is the most precise and universally accepted process of description, assigning quantitative values to the properties of objects and events.

Data Kuantitatif dan Kualitatif

Data Kuantitatif dan Kualitatif

Written by Ari Julianto

Setelah data dilihat dari sumbernya yang terdiri dari dataprimer dan sekunder, data juga dapat dilihat dari bentuknya dan dikelompokkan menjadi dua yaitu data kuantitatif dan kualitatif.


1.Data Kuantitatif
Data kuantitatif adalah jenis data yang dinyatakan dalam angka atau bilangan hasil perhitungan, seperti menghitung, mengukur dan menimbang. Dilihat dari nilainya, data kuantitatif dapat digolongkan menjadi (a) data diskrit dan (b) data kontinyu..

(a) Data Deskrit
Data deskrit adalah data yang nilainya dalam bentuk bilangan asli atau bilangan yang terpisah-pisah (terpotong-potong, mempunyai ciri sendiri-sendiri) misalnya 1, 2, 3 dan seterusnya, diperoleh dari hasil menghitung, membilang atau mencacah. Misalnya jumlah guru, jumlah siswa, jumlah buku, jumlah kepala
sekolah berdasarkan jenjang pendidikan atau di suatu wilayah.

(b) Data Kontinyu
Data kontinyu adalah data yang nilainya dalam bentuk bilangan riil dan merupakan rangkaian yang berkesinambungan yang diperoleh dari hasil pengukuran. Data kontinyu dapat dalam bentuk angka pecahan atau desimal, misalnya tingkat kecerdasan, luas sekolah, beban mengajar, pengeluaran atau pemasukan dana sekolah, dan sebagainya.

2. Data Kualitatif.
Data Kualitatif adalah jenis data yang dinyatakan dalam bentuk kata-kata atau uraian kalimat. Data kualitatif diperoleh dari jawaban atas pertanyaan terbuka atau hasil wawancara atau deskripsi hasil observasi. Data kualitatif biasanya berhubungan dengan mutu, harkat atau derajat, misalnya: - tinggi,sedang, rendah;

- sangat puas, puas, dan tidak puas;
- banyak, sedang dan sedikit;
- jauh, dekat;
- besar, kecil; dan
- baik, buruk.

Namun, data kualitatif bisa juga ditransfer menjadi data kuantitatif melalui pengelompokkan data dengan cara diberi bobot. Misalnya prestasi seorang murid:

- Sangat baik, diberi     bobot 4
- Baik, diberi                bobot 3
- Sedang, diberi            bobot 2
- Buruk, diberi              bobot 1

Demikianlah pembahasan kita kali ini. Semoga bermanfaat. Amin.

RELATED POSTINGS
http://skripsi-fkip-inggris.blogspot.com/2013/01/apa-itu-data.html
http://skripsi-fkip-inggris.blogspot.com/2013/07/data-collection-procedure-written-by.html
http://skripsi-fkip-inggris.blogspot.com/2013/04/methods-of-data-analysis-in-qualitative.html
http://skripsi-fkip-inggris.blogspot.com/2012/10/metode-dan-pengumpulan-data.html
http://skripsi-fkip-inggris.blogspot.com/2013/07/presenting-data-visually.html
http://skripsi-fkip-inggris.blogspot.com/2013/06/data-nominal-ordinal-rasio-dan-interval.html
http://skripsi-fkip-inggris.blogspot.com/2013/06/data-primer-dan-sekunder.html

Verb Agreement in Skripsi/Thesis

Verb Agreement in Skripsi/Thesis

Written by Ari Julianto


Verb agreement (persesuaian kata kerja) dalam penulisan skripsi berbahasa Inggris  memainkan peran yang sangat penting. Untuk menghasilkan sebuah skripsi yang baik tentu membutuhkan pelatihan penulisan formal language yang baik pula.

Subject-verb agreement adalah persesuaian verb dengan subject dalam hal number, yaitu: singular (tunggal) atau plural (jamak). Subjek dapat berupa noun, pronoun, atau konstruksi lain yang bertindak sebagai noun, seperti gerund dan infinitive.

Peran mata kuliah writing dan Grammar sangat dibutuhkan untuk dijadikan modal utama dalam penulisan skrispi. Dalam mata kuliah Grammar yang kadangkala dipecah menjadi Grammar I, Grammar II, Grammar III dan bahkan mata kuliah Models of Grammar, selain memahami penggunaan tenses, peran verb agreement juga penting.

Banyak skripsi dalam berbahasa Inggris yang dibuat mahasiswa mengalami kesalahan dalam pemakaian verb agreement. Berikut saya mencoba mengulas sedikit kajian verb agreement.

1. Basic Principle: Singular subjects membutuhkan singular verbs; plural subjects membutuhkan plural verbs.
My brother is a nutritionist.
My sisters are mathematicians.

2. Indefinite pronouns anyone, everyone, someone, no one, nobody selalu singular dan oleh karena itu membutuhkan singular verbs.
Everyone has done his or her homework.
Somebody has left her purse. 

3. Beberapa indefinite pronouns seperti all, some — bisa menjadi singular atau plural tergantung pada benda yang dirujuk (apakah bendanya countable atau uncountable?).
Some of the beads are missing.
Some of the water is gone. 

4.Kasus yang hampir sama juga berlaku pada indefinite pronoun, none. None of you claims responsibility for this incident?
None of you claim responsibility for this incident?
None of the students have done their homework.

5. Beberapa indefinite pronouns khususnya Everyone, everybody dan Each umumnya membutuhkan singular verb. 
Everyone has finished his or her homework.
Each of the students is responsible for doing his or her work in the library.

6. Phrases seperti together with, as well as, dan along with tidaklah sama dengan and. Phrase ini mengikuti pada kata benda yang dirujuk. 
The mayor as well as his brothers is going to prison.
The mayor and his brothers are going to jail. 

7. Pronouns neither dan either selalu singular dan membutuhkan singular verbs.
Neither of the two traffic lights is working.
Which shirt do you want for Christmas?
Either is fine with me.

8. Conjunction or tergantung pada kata benda yang dirujuk dan yang terdekat dengannya.
Either my father or my brothers are going to sell the house.
Neither my brothers nor my father is going to sell the house.
Are either my brothers or my father responsible?
Is either my father or my brothers responsible?

9. Kata there dan here tidak pernah menjadi subject.
There are two reasons [plural subject] for this.
There is no reason for this.
Here are two apples.
10. Verbs dalam present tense untuk third-person, singular subjects (he, she, it dan semua subject singular) memiliki s-endings.
He loves and she loves and they love_ and . . . .

11.Kadangkala modifiers terletak di tengah-tengah antara subject dan verb, tapi modifiers ini tidak mempengaruhi agreement antara subject dan verb.
The mayor, who has been convicted along with his four brothers on four counts of various crimes but who also seems, like a cat, to have several political lives, is finally going to jail.

12.Kadangkala nouns yang berbentuk unik yang disangka singular namun sebenarnya plural.
My glasses were on the bed.
My pants were torn.
A pair of plaid trousers is in the closet.

13. Beberapa kata berakhiran -s yang disangka plural namun sebenarnya singular.
The news from the front is bad.
Measles is a dangerous disease for pregnant women.

14. Nama klub olah raga yang umumnya tidak berakhiran s membutuhkan verb plural.
The Miami Heat have been looking
The Connecticut Sun are hoping that new talent

15. Fractional expressions seperti half of, a part of, a percentage of, a majority of kadangkala singular dan plural, tergantung pada maknanya.
Some of the voters are still angry.
A large percentage of the older population is voting against her.
Two-fifths of the troops were lost in the battle.
Two-fifths of the vineyard was destroyed by fire.
Forty percent of the students are in favor of changing the policy.
Forty percent of the student body is in favor of changing the policy.
Two and two is four.
Four times four divided by two is eight.

16. Jika kalimatnya terdiri dari subject positive dan negative dan satu berbentuk plural, sedangkan satunya singular, maka verb nya harus positive subject.
The department members but not the chair have decided not to teach on Valentine's Day.
It is not the faculty members but the president who decides this issue.
It was the speaker, not his ideas, that has provoked the students to riot.

Demikianlah pembahasan kita kali ini. Semoga bermanfaat. Amin.

Bahasa Sebuah Skripsi/Thesis

Bahasa Sebuah Skripsi/Thesis

Written by Ari Julianto 





Bahasa penulisan skripsi untuk FKIP Bahasa Inggris tidak jauh berbeda dengan syarat penulisan sebuah skripsi dalam Bahasa Indonesia. Kedua-duanya menjunjung tinggi kesoponan bahasa dan penggunaan bahasa resmi (formal). Namun, secara gramatikal tentu jauh berbeda. Berikut ini, saya mencoba merangkum sejumlah syarat penulisan skripsi ditinjau dari penggunaan Bahasa Inggris.

1. Pergunakanlah Bahasa Inggris resmi (formal language),

2. Hindari penggunaan kata atau istilah yang dipakai dalam slang, jargon dan sebagainya,

3. Jika Anda menggunakan British English, konsistenlah untuk tetap berpedoman dalam British English. Jika Anda menggunakan American English, konsistenlah untuk tetap berpedoman dalam American English,

4. Perhatikan apakah subjek sesuai dengan kata kerjanya (Verb Agreement). Misalnya 
Right: “Reading Tolstoy, we conclude that he is a patrician observer of Russia’s moral landscape.”
Wrong: “Reading Tolstoy, it is clear that he is a patrician observer of Russia’s moral landscape.”

5. Perhatikan juga penggunaan paralellisme. Misalnya 
Wrong: “His reactions are similar to a moonstruck lover.”
Right: “His reactions are similar to a moonstruck lover’s


6. Tidak dibenarkan menyingkatkan kata untuk kata kerja bantu. Misalnya 
Wrong: don't, it's, wouldn't
Right: do not, it is, would not

7. Hindari penggunaan and so forth, etc dengan menggunakan alternatif seperti di bawah ini 
Wrong: Analysis involves using summaries, coding etc. to select, focus and simplify data.
Right: Analysis involves using summaries, coding and other techniques to select, focus and simplify data

8.Hindari penggunaan subjek I, We, dan You dengan alternatif seperti di bawah ini 
Wrong: You can find support for this proposition in several studies.
Right: Support for this proposition can be found in several studies.

9. Meletakkan adverb seiring dengan verb. Misalnya 
Wrong: In this section, first I will discuss how commercial buildings can be built in economical ways
Right: In this section, I will first discuss how commercial buildings can be built in economical ways.

Wrong: Then any underlying causes can be identified and adressed.
Right: Any underlying causes can then be identified and adressed.

10. Setiap paragraf semestinya terfokus pada satu gagasan yang mendukung keutuhan. Mulailah paragraf dengan topic sentences, support assertions with evidence, dan perluas gagasan Anda dengan cara yang paling mudah dipahami.

11. Untuk Kesimpulan (Conclusion), Anda bisa menggunakan frase-frase seperti berikut
Ways to introduce your conclusion:
• So...
• It is clear that...
• In conclusion,...
• In light of the evidence...
• Having considered some of the
important arguments...
• These examples suggest/demonstrate/prove/indicate...

12. Perhatikan syarat penggunaan tenses di bawah ini.
• Present tense is used for relating what other authors say and for discussing the literature,theoretical concepts, methods, etc.
“In her article on biodiversity, Jones stipulates that ….”
In addition, use the present tense when you present your observations on the literature.
“However, on the important question of extinction, Jones remains silent.”
• Past tense is used for recounting events, results found, etc.
“Jones and Green conducted experiments over a ten-year period. They determined that it was not possible to recreate the specimen.”
• Future tense is used for describing how you will accomplish your research.
“This thesis will challenge Jones and Green’s conclusions about biodiversity and will propose a new
approach to the problem of species extinction.”

13. Perhatikan spelling. Pengetikan skripsi/thesis melalui microsoft word sudah menyediakan check spelling.


Demikianlah pembahasan kita kali ini. Semoga bermanfaat. Amin.

Data Primer dan Sekunder

Data Primer dan Sekunder

Written by Ari Julianto

Berdasarkan sumbernya data dikelompokkan atas dua yakni data primer (primary data) dan data sekunder (secondary data).

1. Data primer (Primary Data)
Data Primer adalah data yang diambil langsung dari responden atau target pengamatan. Data diperoleh dari hasil wawancara, angket dan observasi. Daftar pertanyaan disebut dengan kuesioner. Kuesioner telah dipersiapkan secara khusus sesuai dengan tujuan pengamatan. Data yang diambil dari sumber utama (primer) ini biasanya sangat banyak, karena itu sering mempergunakan sampel atau cuplikan atau sebagian dari keseluruhan target (populasi). Responden dipilih berdasarkan kriteria tertentu. Data primer dapat menggali informasi lebih luas, dapat berupa fakta, sikap, motivasi atau prilaku. Pengolahan data pun lebih beragam, dapat mempergunakan metode statistik baik parametrik maupun nonparametrik.

2. Data sekunder (Secondary Data)
Data sekuknder adalah data yang bersumber dari berbagai dokumen yang ada di berbagai instansi, seperti dinas pendidikan, sekolah, guru dan siswa. Dokumen merupakan catatan-catatan/data penting yang sengaja disimpan untuk bahan analisis.Misalnya data tentang perolehan nilai siswa, data inventarisasi sarana sekolah,data cashflow keuangan sekolah, data sosial ekonomi siswa dan sebagainya. Data tersebut biasanya dikelompokkan berdasarkan urutan waktu dan kesamaan variabel.

Keuntungan interpretasi data sekunder
(1) murah, dapat digunakan untuk berbagai kepentingan dan berbagai instansi;
(2) data dapat dikumpulkan/didapatkan dengan waktu yang relatif cepat;
(3) dapat belajar dan mengerti kejadian di waktu lampau;
(4) dapat meningkatkan pengetahuan melalui replikasi dan menambah jumlah sampel; dan
(5) dapat memahami perubahan peta pendidikan, mislanya perkembangan jumlah siswa, perkembangan prestasi siswa, perkembangan kinerja guru dan kepala sekolah.

Sedangkan kelemahan dari data sekunder yaitu:
(1) keakuratan data tidak terjamin, tergantung pada pengolahan dan hasil interpretasi sebelumnya;
(2) data yang tersedia kadang tidak sesuai dengan kebutuhan;
(3) unit pengukuran yang berbeda; dan
(4) usang (out of date).

Demikianlah pembahasan kita kali ini. Semoga bermanfaat. Amin.

RELATED POSTINGS
http://skripsi-fkip-inggris.blogspot.com/2013/06/data-kuantitatif-dan-kualitatif.html
http://skripsi-fkip-inggris.blogspot.com/2013/01/apa-itu-data.html
http://skripsi-fkip-inggris.blogspot.com/2013/07/data-collection-procedure-written-by.html
http://skripsi-fkip-inggris.blogspot.com/2013/04/methods-of-data-analysis-in-qualitative.html
http://skripsi-fkip-inggris.blogspot.com/2012/10/metode-dan-pengumpulan-data.html
http://skripsi-fkip-inggris.blogspot.com/2013/07/presenting-data-visually.html
http://skripsi-fkip-inggris.blogspot.com/2013/06/data-nominal-ordinal-rasio-dan-interval.html

Cara Membuat Outline Skripsi

Cara Membuat Outline Skripsi

        Written by Ari Julianto

Ketika judul sebuah skripsi sudah dimiliki, alangkah baiknya mahasiswa dianjurkan atau dibiasakan membuat rancangan isi skripsi dengan menggunakan outlline.

Menurut Richards and Schmidt di Longman Dictionary of Language Teaching and Applied Linguistics (2002), kata outline didefenisikan sebagai berikut.

outline n outlining v (in composition) a plan for an essay or piece of writing which presents the main points the essay will cover and the order in which they will be mentioned.In an outline, main points are distinguished from supporting details, sometimes using systems of numerals and letters.

Dengan kata lain, outline merupakan rancangan, skema atau bagan sebuah tulisan yang berisikan point-point atau topik dan sub-topik penting yang akan dibahas. topik dan sub-topik tersebut bisa disajikan dengan angka.

Cara membuat outline sebuah skripsi adalah sebagai berikut
1. Tuliskan judul skripsi yang akan dibuat,

2. Tuliskan semua topik/subtopik/ide yang terkait dengan judul (tema) skripsi,

3. Biarkan semua subtopik/ide itu bermunculan begitu saja, tidak usah terburu mengurutkannya secara logis-kronologis,

4. Setelah semua subtopik/ide dituangkan (sementara), cermati satu per satu berdasarkan cakupan dan urutan. Bisa dikonsultasikan dengan dosen,

5. Cakupan dimaksudkan sebagai satu subtopik dan sub-subtopik yang menjadi bawahannya yang memang berkaitan secara logika. Atau, satu subjudul dengan subjudul-judul yang mendukungnya,

6. Urutkan tiap subjudul dan sub-subjudul ke dalam pengurutan yang menunjukkan alur pemikiran yang logis-kronologis,

7. Setelah pengurutan subjudul dan sub-subjudul secara logis-kronologis selesai, cermati sekali lagi: Mungkin ada yang perlu ditambahkan, dibuang, atau dipindah letaknya ke bagian yang yang lebih sesuai,

8. Tiap subjudul dan sub-subjudul harus secara jelas mendukung tema karangan,

9.Susunkah outline untuk Background of the Study secara utuh per paragraph dengan metode from General to Specific,

10.  Setelah selesai, editlah bagian atau paragraph mana yang dianggap tidak perlu. Seringkali dalam penulisan skripsi terjadi penulisan topic sentence yang berulang-ulang.

Selamat mencoba dan semoga posting kali ini bermanfaat bagi kita semua. Amin.

Using Discourse Markers in Skripsi/Thesis

       Using Discourse Markers in Skripsi/Thesis
 

Written by Ari Julianto

In writing a skripsi/thesis, the use of discourse makers plays an important role. In linguistics, a discourse marker is a word or phrase that is relatively syntax-independent and does not change the meaning of the sentence, and has a somewhat empty meaning.

In Practical English Usage Michael Swan defines a 'discourse marker' as 'a word or expression which shows the connection between what is being said and the wider context'. For him, it is something that a) connects a sentence to what comes before or after, or b) indicates a speaker's attitude to what he is saying.

Discourse makers can be grouped according to their function in the discourse. Here are some groups of markers that might help you when you need a little variety.

1. Ordering points or sequencing 
Firstly, …; secondly, …; finally,…

2. Adding something
Moreover, …; Furthermore,…; Further,…; In addition,…; Additionally,…
NOTE: “Besides” is mainly used in speaking

3. Comparing (similarity)
Similarly,…; … likewise,…; equally,…

4. Comparing (difference – establishing contrast)
… However,…; in fact,…; On the other hand,…; …, rather,…; In contrast, …; On the contrary,…; Nervertheless,…; Nonetheless,…; …, yet … (MORE FORMAL)

5. Introducing a cause
As a result of…; Because of…; Because…; Owing to …; Due to…
 
6. Introducing a result
Consequently…; Therefore…; Hence,…; As a result,…; Thus,…; So …; Then…

7. Exemplifying
For example,…; For instance,…; Notably,…

8. Restating
In other words,…; that is,…; namely,…
 
9. Generalising
In general, …; generally,…; on the whole,…

10. Summarising
In summary,…; In conclusion

Hopefully, today's posting will be useful for all of us. Amin.

Koleksi Ebook Saya Seputar Riset

Koleksi Ebook Saya Seputar Riset


Written by Ari Julianto



Dalam mempersiapkan skripsi/thesis, referensi adalah suatu bagian yang sangat penting bagi para mahasiswa. Untuk mendapatkan buku-buku riset apalagi berfokus pada pendidikan sangatlah sulit. Kadangkala kita harus memesan pada teman-teman kita yang berada di luar negeri untuk dikirimkan via paket pos.

Namun, seiring perkembangan teknologi digital, penggunaan buku tidak hanya bisa didapatkan melalui media kertas. Kita bisa membaca elctronic book (ebook) yang berformat pdf. Buku-buku digital tersebut sekarang sudah mulai diperbolehkan oleh para dosen untuk dapat dijadikan sebagai referensi asal ketika presentase seminar proposal, kita dapat menampilkan buku-buku digital tersebut.

Hobi saya yang gemar membaca membawa saya ketagihan akan membaca buku-buku digital terlebih lagi sekarang sudah dibantu dengan kehadiran tablet, Ipad yang mempermudah kita membaca buku tersebut anywhere, anytime.

Dari ketagihan membaca ebook membawa saya terus membrowsing di Mr. Google file-file berformat pdf dan alhamdulillah saya memiliki sejumlah ebook research yang sangat dibutuhkan dalam riset khususnya educational research. Berikut ini adalah daftar ebook riset yang saya miliki.

Note:
Jika Anda sangat membutuhkan salah satu (cukup 1 saja) ebook dari koleksi saya, Anda boleh memintanya dari saya dan akan saya kirimkan gratis. Namun, Anda harus bersabar sebab selain kesibukkan saya mengajar di kampus, upload file  pdf kadangkala memakan waktu lama apalagi jika ukuran filenya lebih dari 10MB.

1. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research by John W. Creswell. size: 8.55MB

2. Educational Research: The Ethics and Aesthetics of Statistics by Paul Smeyers and Marc Depaepe. size: 2.04MB

3. Handbook of Research on the Education of School Leaders by Michelle D. Young et al. Size: 5.97MB

4. Essentials of Research Design and Methodology by Geoffrey Marczyk et al. Size: 2.56MB

5. Evaluating Research Methods In Psychology A Case Study Approach by George Dunbar. Size: 777KB

6. Fundamental of Research Methodology and Statistics by Yogesh Kumar Singh. Size: 1.12 MB

7. How to Design and Evaluate Research in Education by Jack R. Fraenkel and Norman E. Wallen. Size: 10.2MB

8. Methods Of Research On Teaching The English Language Arts by James Flood et al. Size: 23MB

9. Research Design and Methods A Process Approach by Kenneth S. Bordens and Bruce B. Abbott. Size: 3.31MB

10. Research Methods For English Language Teachers by Jo and Steven McDonough. Size: 22.3MB

11. Research Methods in Education by The Open University Team. Size: 9.2MB

12. Research Methodology, Methods and Technques by C.R. Kothari. Size: 1.82MB

13.  Statistical Methods for the Evaluation of Educational Services and Quality of Products by Matilde Bini et al. Size: 5.13MB

14. Synthesizing Research on Language Learning and Teaching by Nina Spada and Jan H. Hulstijn. Size: 3.75MB

15. Understanding Educational Research by David Scott. Size: 2.03MB

16. Using Narrative In Social Research, Qualitative and Quantitative Approaches by Jane Elliott. Size: 753Kb

17. Introduction to Statistics by Geroge Woodbury. Size: 3.64MB

18. Educational Design Research by Jan van den Akker et al. Size: 1.46MB

19. Educational Research, An Introduction by Meredith D. Gall et al. Size: 44.8MB (butuh waktu utk uploadnya)

20.Research Design: Qualitative, Quantitative, and Mixed Methods Approaches by John W. Creswell. Size: 9.05MB

21. Research In Education by John W Best and james V Kahn. Size: 2.86MB

22. Research Methods in Language Learning by David Nunan. Size: 3.67MB

23.  Researching Learning in Higher Education : an Introduction to Contemporary Methods and Approaches Staff and Educational Development Series by Cousin, Glynis.Size: 9.06MB

24. Research Methods in Education by Louis Cohen et al. Size: 5.01MB

25. Higher Education: Handbook of Theory and Research by John C. Smart. Size: 2.72MB

26. Research Methods, The Basics by Nicholas Walliman. Size: 1.46MB

27. Second Language Research, Methodology and Design by Alison Mackey and Susan M. Gass. Size: 19.03MB

28. Introduction to Research Methods by Catherine Dawson. Size: 786KB

29. Methods for Testing and Evaluating Survey Questionnaires by Stanley Pressere et al. Size: 3.96MB

30. Action Research by Eileen Ferrance. Size: 215 KB

31. Teaching as Learning, An Action Research Approach by Jean McNiff. 
Size: 675 KB

32. Comparative Education Research Approaches and Methods by Mark Bray. Size: 4.19 MB

33. Contrastive Analysis in Language Identifying Linguistic Units of Comparison by Dominique Willems. Size: 1.23MB

34. Experimental and Quasi-Experimental Designs for Research by Campbell and Stanley. Size: 6.64MB

35. Analyzing qualitative Data by Alan and Robert. Size: 1.04MB

36. Designing Qualitative Research by Margarteh Marshall. Size: 1.52MB

37. Planning Your Qualitative Research Project An introduction to interpretivist research in education by Tom O’Donoghue. Size: 1.45MB

38. Qualitative Educational Research by T.A. O'Donoghue. Size: 674KB

39. Doing Qualitative Research by Geoffrey Walford. Size: 1.69MB

40. Doing Quantitative Research in Education with SPSS by Daniel Muijs. Size: 6.12MB


41. Standards for the Assessment of Reading and Writing by International Reading Association and National Co. Size: 2.90MB

42. Teaching and Learning Research Exchange by Kelly Howell Dalziel et al. Size: 404KB

43. Writing in Foreign Language Contexts Learning, Teaching, and Research by Rosa M. Manchon. Size: 1.15MB

44.Error Analysis Perspectives on Second Language Acquisition by Jack Richards. Size: 7.83

45. Teaching and Researching Writing by Ken Hyland. Size: 1.98MB

46. The Principles of Experimental Research  by K Srinagesh. SIze: 2.48MB

47. Experimental and Quasi-Experimental Designs for Research by Donald T. Size: 2.55MB

48. Classroom Discourse Analysis: A Functional Perspective by Frances Christie. Size: 9.73MB

49. Describing Discourse: A Practical Guide to Discourse Analysis  by Nicola Woods. Size: 3.63MB

50. Critical discourse analysis: the critical study of language by Norman Fairclough. Size: 4.88MB

51. Methods of Critical Discourse Analysis by Ruth Wodak et al. Size: 1.13MB

52.Conversation Analysis and Discourse Analysis: A Comparative and Critical Introduction by Robin Wooffitt. Size: 885KB

53. Second Language Needs Analysis by Michael H. Long. Size: 6.32MB

54. Dealing with Uncertainties: A Guide to Error Analysis by Manfred Drosg. Size: 2.09MB

55. Cultural Studies and Discourse Analysis_ A Dialogue on Language and Identity by Chris Barker et al. Size: 1.07MB
 
Demikianlah sejumlah koleksi ebook saya yang berkaitan dengan riset yang bisa dijadikan sebagai rujukan skripsi/thesis Anda. Kemungkinan jumlahnya akan mengalami penambahan. Semoga bermanfaat. Amin.

Basic Research Design

             Basic Research Design

 Written by Nicholas Walliman in Research Methods: The Basics. 2011. New York. Routledge

There are numerous types of research design that are appropriate for the different types of research projects. The choice of which design to apply depends on the nature of the problems posed by the research aims. Each type of research design has a range of research methods that are commonly used to collect and analyse the type of data that is generated by the investigations. Here is a list of some of the more common research designs, with a short explanation of the characteristics of each.

1. HISTORICAL
This aims at a systematic and objective evaluation and synthesis of evidence in order to establish facts and draw conclusions about past events. It uses primary historical data, such as archaeological remains as well as documentary sources of the past. It is usually necessary to carry out tests in order to check the authenticity of these sources.

Apart from informing us about what happened in previous times and re-evaluating beliefs about the past, historical research can be used to find contemporary solutions based on the past and to inform present and future trends. It stresses the importance of interactions and their effects.

2. DESCRIPTIVE
This design relies on observation as a means of collecting data. It attempts to examine situations in order to establish what is the norm,i.e. what can be predicted to happen again under the same circumstances. ‘Observation’ can take many forms. Depending on the type of information sought, people can be interviewed, questionnaires distributed, visual records made, even sounds and smells recorded. Important is that the observations are written down or recorded in some way, in order that they can be subsequently analysed. The scale of the research is influenced by two major factors: the level of complexity of the survey and the scope or extent of the survey.

3. CORRELATION
This design is used to examine a relationship between two concepts.There are two broad classifications of relational statements: an association between two concepts – where there is some kind of influence of one on the other; and a causal relationship – where one causes changes to occur in the other. Causal statements describe what is sometimes called a ‘cause and effect’ relationship. The cause is referred to as the ‘independent variable’, the variable that is affected is referred to as the ‘dependent variable’.

The correlation between two concepts can either be none (no correlation);positive (where an increase in one results in the increase in the other, or decrease results in a decrease); or negative (where the increase in one results in the decrease in the other or vice versa). The degree of association is often measurable.

4. COMPARATIVE
This design is used to compare past and present or different parallel situations,particularly when the researcher has no control over events. It can look at situations at different scales, macro (international, national) or micro (community, individual). Analogy is used to identify similarities in order to predict results – assuming that if two events are similar in certain characteristics, they could well be similar in others too.

In this way comparative design is used to explore and test what conditions were necessary to cause certain events, so that it is possible, for example, to understand the likely effects of making certain decisions.

5. EXPERIMENTAL
Experimental research attempts to isolate and control every relevant condition which determines the events investigated and then observes the effects when the conditions are manipulated. At its simplest,changes are made to an independent variable and the effects are observed on a dependent variable – i.e. cause and effect. Although experiments can be done to explore a particular event, they usually require a hypothesis (prediction) to be formulated first in order to determine what variables are to be tested and how they can be controlled and measured. There are several classes of experiment – pre,true, quasi, etc. which are characterized by the amount of checking and control involved in the methods.

6. SIMULATION
Simulation involves devising a representation in a small and simplified form (model) of a system, which can be manipulated to gauge effects. It is similar to experimental design in the respect of this manipulation, but it provides a more artificial environment in that it does work with original materials at the same scale. Models can be mathematical (number crunching in a computer) or physical, working with two- or three-dimensional materials. The performance of the model must be checked and calibrated against the real system to check that the results are reliable. Simulation enables theoretical situations to be tested – what if?

7. EVALUATION
This descriptive type of research is specifically designed to deal with complex social issues. It aims to move beyond ‘just getting the facts’,by trying to make sense of the myriad human, political, social, cultural and contextual elements involved. There are a range of different approaches of evaluation models, for example, systems analysis – which is a holistic type of research looking at the complex interplay of many variables; and responsive evaluation – which entails a series of investigative steps to evaluate how responsive a programme is to all those taking part in it. A common purpose of evaluation research is to examine the working of projects from the point of view of levels of awareness, costs and benefits, cost-effectiveness, attainment of objectives and quality assurance. The results are generally used to prescribe changes to improve and develop the situation.

8. ACTION
Essentially, this is an ‘on the spot’ procedure, principally designed to deal with a specific problem found in a particular situation. There is no attempt made to separate the problem from its context in order to study it in isolation. What are thought to be useful changes are made and then constant monitoring and evaluation are carried out to see the effects of the changes. The conclusions from the findings are applied immediately, and further monitored to gauge their effectiveness.

Action research depends mainly on observation and behavioural data. Because it is so bound up in a particular situation, it is difficult to generalize the results, i.e. to be confident that the action will be successful in another context.

9. ETHNOLOGICAL
Ethnological research focuses on people. In this approach, the researcher is interested in how the subjects of the research interpret their own behaviour rather than imposing a theory from outside. It takes place in the undisturbed natural settings of the subjects’ environment. It regards the context to be as equally important as the actions it studies,and attempts to represent the totality of the social, cultural and economic situation. This is not easy as much of culture is hidden and rarely made explicit and the cultural background and assumptions of the researcher may unduly influence the interpretations and descriptions. Moreover there can be confusions produced by the use of language and the different meanings which may be given to words by the respondents and researcher.

10. CULTURAL
Many of the prevailing theoretical debates (e.g. postmodernism, poststructuralism etc.) are concerned with the subjects of language and cultural interpretation. Cultural research provides methodologies that allow a consistent analysis of cultural texts so that they can be compared, replicated, disproved and generalized. Examples of approaches to the interpretation of cultural texts are: content analysis, semiotics and discourse analysis. The meaning of the term ‘cultural texts’ has been broadened from that of purely literary works to that of the many different forms of communication, both formal such as opera, TV news programmes, cocktail parties etc., and informal such as how people dress or converse.

Teacher's Training or Teacher Training?

Teacher's Training or Teacher Training?
 
Written by Ari Julianto

Once when I analyzed the students' covers of skripsi, I got confused as some of them wrote the term for Fakultas Keguruan dan Ilmu Pendidikan (FKIP) in English in various versions. it was written as follows

- Teacher's Training and Education
- Teachers' Training and Education
- Teacher Training and Education and
- Teachers Training and Education

At first I ignored it but then no senior lecturer or teacher made a strict rule in writing the term of FKIP in English.  Then I tried to analyze it and here is my conclusion.

1. If we search in Google engine the term Teacher's Training is not available, neither is Teachers' Training,

2. But if we search the terms Teacher Training and Teachers Training, Google engine shows mostly for Teacher Training then followed by Teachers Training,

3. The meaning of Teacher's Training or Teachers' Training seems blurred since the possessive case in those terms does not explain that the teacher has a training but it tends to the meaning of training for teacher,

4. Teacher (singular) or Teachers (plural)? In this case, I prefer the use of Teacher in singular. The reason is we can find Lawyer training, Employee Training etc,

5. In education theory, training refers to acquisition of concrete skills for meeting specific goals in a real-life, applied situation. This often includes "closed skills," like typing or juggling, that have absolute ceiling on mastery or where the only way to improve the skill is to do it faster or while multi-tasking. For teachers, training might include how to maintain a grade book or calculate reading fluency scores.

6. In contrast, education focuses on more abstract knowledge and open-ended concepts, like the ability to design factory equipment or write poetry. Open skills rely on abstract understanding and have no absolute ceiling on performance. Examples from teaching include how to design an original lesson plan or promote critical thinking.

Based on the explanation above, I prefer in translating Fakultas Keguruan dan Ilmu Pendidikan (FKIP) as Faculty of Teacher Training and Education.

I hope today's posting will be useful for all of us. Amin.