UNIVERSITAS

NEGERI MAKASSAR
FAKULTAS BAHASA DAN SASTERA
Jurusan: Bahasa Inggris
Program Study: Pendidikan Bahasa Inggris

Mata Kuliah: Kode Rumpun Mata Kuliah Bobot (SKS) Semester Direvisi
Introduction to Educational Research 15E21C507 General T: 3 P: 0 V (Lima)
OTORISASI Pengembang RPS Koordinator RMK Ka PRODI
Prof. M. Asfah Rahman, M.Ed., PhD Dr. Maemuna Muhayyang, M.Pd.

Capaian Pembelajaran (CP) Program Studi
S Menunjukkan sikap bertanggung jawab atas pekerjaan di bidang keahliannya secara mandiri;
KU1 Mampu menerapkan pemikiran kritis, logis, sistematis, dan inovatif untuk implementasi dan
pengembangan ilmu pengetahuan dan teknologi sesuai dengan bidang keahlian;
KU2 Mampu menjalankan tugas dan menunjukkan kinerja secara mandiri, berkualitas, dan terukur;
KU3 Mampu mendokumentasikan, menyimpan, dan mengamankan, dan menemukan kembali data
dan informasi untuk menjamin kesahihan dan mencegah plagiasi;
KK1 Mampu merancang dan menjalankan penelitian dengan metodologi yang benar dalam bidang
pendiidkan secara umum dan pendidikan bahasa Inggris secara khusus;

PP

AS
Mata Kuliah
The students are able to
1. explain the nature and ethics in conducting educational research
2. demonstrate knowledge of research processes (reading, evaluating, and developing);

Deskripsi Singkat Mata Kuliah Bahan Kajian (Pokok Bahasan):
(MK) 1. The process of conducting research
This course offers an overview of
research methodology including
basic concepts employed in
quantitative and qualitative research
methods. This course introduces
research methods as they apply to
education in general and in applied
linguistics in particular. It provides a
macro-perspective of the methods
associated with conducting scholarly
research following the steps for
quantitative and qualitative study.
Pustaka Utama:
3. perform literature reviews using print and online databases;
4. identify, explain, compare, and prepare the key elements of a research proposal/report;
5. define and develop a possible research interest area using specific research designs;
6. compare and contrast quantitative and qualitative research paradigms, and explain the use of each in educational
field;
7. describe, compare, and contrast descriptive and inferential statistics, and provide examples of their use in
educational field;
8. describe sampling methods, measurement scales and instruments, and appropriate uses of each;
9. demonstrate how educational research contributes to the objectives of the students' program
10. employ American Psychological Association (APA) formats for citations of print and electronic materials;
2. Identifying a research problem
3. Reviewing literature
4. Selecting sample using probability and non-probability sampling techniques
4. Specifying purpose, research questions and hypothesis
5. Collecting, analyzing and interpreting quantitative data
6. Collecting, analyzing, and interpreting qualitative data
7. Reporting research
8. Experimental designs
9. Correlational design
10. Survey design
11. Qualitative research designs: grounded theory, ethnograpic design, and narrative design
12. Mixed method designs
13. Action research design
Creswell, J.W. (2012). Educational Research: Planning, Conducting, and evaluating Quantitative and
 Qualitative Research (Fourth Edition). New York, NY: Pearson Education, Inc.
Pendukung:
Gay, L.R.; Mills, G.E.; & Airasian, P. (2006). Educational Research: Competencies for Analysis and
Application. New Jersey, NJ: Pearson Education, Inc.

Media Pendamping Software: Hardware:
EDMODO (LMS) PC & LCD Projector; Komputer
Mobile Phone;
Pengampu MK Prof. M. Asfah Rahman, M.Ed., PhD
Mata Kuliah Prasyarat -
Mg ke CP Mata Kuliah Materi Pembelajaran Aktivitas Belajar Assessment
(sesuai tahapan (Pustaka) (Metode/strategi
belajar) pembelajaran) Indikator Bentuk Bobot
(Estimasi Waktu)
1. Students are able to The Nature and Process of Lecture & discussion; a. Define and - Tes 5%
explain the nature, type, Research: (3 x 50 minutes) describe the - Non-test:
essence, paradigm and • Definition of research Assignment 1: Summary importance of summary of the
process and application • Importance of research of definition and nature of educational lecture
of research in education. • Steps in conducting research, and ethics in research.
research conducting research. b. Describe the six
• Characteristics common steps in the process
to quantitative and of research.
qualitative research in c. Identify the
each of the steps characteristics of
• Research design (types of quantitative and
research) associated with qualitative research
quantitative and in the six steps.
qualitative research d. Identify the type of
• Ethical practices in research designs
research associated with
 • The skills needed for
research
(Creswell, pp. 1-64; Gay et
al.: pp.1-32)
2. The students are able to Research Problem,
define a research Literature Review, and
problem, questions, Research Hypothesis:
purpose statements, and
• Research problem and its
hypothesis. importance
• Research problem in
quantitative and
qualitative research
• Writin a statement of the
problem section
• Literature review
• Differences between a
literature review for a
quantitative and
qualitative study
• Steps in conducting a
literature review
• Research questions,
purposes, and hypotheses
• Designing research
quantitative and
qualitative
research.
e. Discuss important
ethical issues in
conducting
research.
f. Recognize skills
needed to design
and conduct
research.
Lecturing & discussion a. Define a research - Tes 10%
(3 x 50 minutes) problem and explain - Non-test:
Assignment 2: Examining its importance in a summary of
a research article study. article review
b. Distinguish between a
(problem and purpose
research problem and
statement, hypotesis, and other parts of research
variable(s) investigated). process.
c. Identify criteria for
deciding whether a
problem can and
should be researched.
d. Describe how
quantitative and
qualitative research
problems differ.
e. Learn the five
elements in writing a
“statement of the
problem” section.
f. Identify strategies
useful in writing a
 purposes, questions, and “statement of the
hypotheses for problem” section.
quantitative study g. Define what a
literature review is and
• Designing research
why it is important.
purposes and questions h. Identify the five steps
for qualitative study in conducting a
literature review.
(Creswell, pp. 68-; Gay et i. Distinguish among
al.: pp.32-67) purpose statements,
research questions,
hypotheses, and
objectives.
j. Describe why these
statements and
questions are
important.
k. Write quantitative
purpose statements,
research questions, and
hypotheses.
l. Write qualitative
purpose statements and
research questions.

3-5 The students are able to Collecting and analyzing Presentation; a. State the five steps in - Tes 10%
collect and analyze data quantitative data: Group discussion; the process of - Non-test:
• Population and sample (9 x 50 minutes) quantitative data summary of
Assignment 3: Examining collection. article review
• Research variables
b. Identify how to select
• Types of information or a research article of a
participants (sample)
data to be collected quantitative study for a study.
• Data collection (research instrument, data c. Identify the
instruments collection and analysis, permissions needed for
• Data analysis: interpretation of result). a study.
 preparation, descriptive
and inferential analysis
• Presenting and discussing
data analysis results
(Creswell, pp. 140-203;
Gay et al., pp. 98-156)
6 The students will be Collecting and Anlyzing
able to collect and Qualitative Data:
analyze qualitative data • Steps in collecting
qualitative data.
• Sampling approaches to
selecting participants and
sites.
Presentation; a. Identify the five
Group discussion;
(3 x 50 minutes)
Assignment 4: Examining
b. Identify different
a research article of a
qualitative study (problem
d. List different options
for collecting
information.
e. Locate, select, and
assess (or design and
develop) an
instrument(s) for use in
data collection.
f. Describe procedures
for administering
quantitative data
collection.
g. Identify the steps in
the process of
analyzing and
interpreting
quantitative data.
h. Describe the process of
preparing data for
analysis.
i. Identify the procedures
for analyzing data.
j. Show how to report
the results of data
analysis.
k.Describe how to
interpret the results.
- Tes 10%
process steps in - Non-test:
collecting qualitative summary of
data. article review
sampling approaches
to selecting
• Various types of qualitative
data
• Procedures for recording
qualitative data.
• Field issues and ethical
considerations that need to
be anticipated in
administering the data
collection.
• Steps in the process of
analyzing and interpreting
qualitative data.
• Preparing and organizing
the data for analysis.
• Exploring and coding the
data.
• Building description and
themes.
• Presentating, intepreting,
and reporting of qualitative
findings.
(Creswell, pp. 204-264; Gray
et al., pp. 398-437)
and purpose statement, participants and sites.
research instrument, data c. Recognize the various
collection and analysis). types of qualitative
data you can collect.
d. Identify the procedures
for recording
qualitative data.
e. Recognize the field
issues and ethical
considerations that
need to be anticipated
in administering the
data collection.
f. Identify the six steps in
the process of
analyzing and
interpreting qualitative
data.
g. Describe how to
prepare and organize
the data for analysis.
h. Describe how to
explore and code the
data.
i. Use codes to build
description and
themes.
j. Construct a
representation and
reporting of qualitative
findings.
k. Make an interpretation
of the qualitative
findings.
7 The students are able to Reporting research:
write research report • Purpose of a research report
and identify the types.
• Structure your research
report.
• Ethical, and scholarly
writing practices.
• Criteria for evaluating a
research report. review.
(Creswell, pp. 271-296;
Gay et al., pp. 540-556)
8 Midterm evaluation (Test)
9 - 10 The students are able to Experimental Methods
employ experimental • Key characteristics of
research method design experiments.
• Types of experimental
designs.
• Ethical issues in
experimental research.
• Steps in conducting an
experiment.
• Quality of an experimental
study.
(Creswell, 298-334); Gay et
al. pp. 232-288)
11 The students are able to Correlational study:
Presentation; a. Define the purpose - Non-test: 5%
Group discussion; of a research report Outline of
(3 x 50 minutes) and identify the research proposal
Assignment 5: Identifying types.
b. Identify how to
research topic, listing
structure your
variables, outlining research report.
ideas/theories and related c. Identify good
studies for literature sensitive, ethical, and
scholarly writing
practices.
d. List criteria for
evaluating a research
report.
(1-7: 40%)
Presentation; a. Define experimental - Tes 20%
Group discussion; research, and describe - Non-test:
(6 x 50 minutes) when to use it, and Summary of
Assignment 6: Summary how it developed. experimental
b. Identify the key
of characteristics of and research
characteristics of
steps in conducting experiments.
experimental study (pre-
c. State the types of
experiment, true experimental designs.
expriment, and quasi- d. Identify potential
experiment); ethical issues in
experimental research.
e. Describe the steps in
conducting an
experiment.
f. Evaluate the quality of
an experimental study.
Presentation; a. Define correlational - Test 10%
 design correlational a. Definition of correlational
study research.
b. Types of correlational
designs.
c. Key characteristics of
correlational designs.
d. Identify potential ethical
issues in conducting
correlational research.
e. Identify steps in
conducting a correlation
study.
f. List the criteria for
evaluating a correlational
study.
(Creswell, 355-385); Gay et
al., pp. 159-212)
12 The students are able to Survey research:
employ survey research • Defininition of survey
design research
• Types of survey designs.
• Characteristics of survey
research.
• Constructing and using a
questionnaire.
• Designing and conductin an
interview survey.
• Ethical issues in survey
research.
• Steps in conducting survey
research.
• Criteria useful for
Group discussion;
(3 x 50 minutes)
Assignment 7: Summary
of characteristics of and
steps in conducting non-
experimental study
(descriptive, correlational,
and causal-comparative)
Presentation;
Group discussion;
(3 x 50 minutes)
research, and describe - Non-test:
when to use it, and Summary of non-
how it developed. experimental
b. Identify the two types research
of correlational
designs.
c. Describe the key
characteristics of
correlational designs.
d. Identify potential
ethical issues in
conducting
correlational research.
e. Identify steps in
conducting a
correlation study.
f. List the criteria for
evaluating a
correlational study.
a. Define survey 10%
research, and describe
when to use it, and
how it developed.
b. Describe the types of
survey designs.
c. Identify the key
characteristics of
survey research.
d. Describe how to
construct and use a
mailed questionnaire.
e. Describe how to
design and conduct an
interview survey.
 evaluating survey research.
(Creswell, 298-334); Gay et
al. pp. 232-288)
13 The students are able to Mixed method design:
employ mixed method • Definition of mixed
research. methods research
• Types of mixed methods
designs.
• Characteristics of mixed
methods research.
• Ethical issues in mixed
methods research.
• Steps used in conducting
mixed methods research.
• Criteria for evaluating a
mixed methods study.
(Creswell, pp. 551-572; Gay
et al., pp. 488-496)
14. The students are able to Action research design:
employ action research • Definition of action
design research.
f. Identify potential
ethical issues in survey
research.
g. List the steps in
conducting survey
research.
h. Identify criteria useful
for evaluating survey
research.
Presentation; a. Define mixed methods - Test 5%
Group discussion research, and describe - Non-Test:
(3 x 50 minutes) when to use it, and Summary of
Assignment 8: Examining how it is developed. research article
b. Identify the types of
a research article review
mixed methods
employing a mixed- designs.
method (problem and
c. Describe the key
purpose statement, characteristics of
hypotesis, and variable(s) mixed methods
investigated). research.
d. Identify some potential
ethical issues in mixed
methods research.
e. Understand the steps
used in conducting
mixed methods
research.
f. List criteria for
evaluating a mixed
methods study.
Presentation; a. Define action research, - Test 5%
Group discussion and describe when to
(3 x 50 minutes) use it, and how it
 • Types of action research
designs.
• Characteristics of action
research.
• Potential ethical issues in
action research.
• Steps in conducting an
action research study.
• Criteria for evaluating an
action research report.
(Creswell, pp. 596-618; Gay
et al., pp.498-510)
15 The students are able to Qualitative research design:
employ qualitative • Definition of grounded
research resign theory, ethnographic, and
narrative research.
• Distinguish among three
types of grounded theory
designs.
• Characteristics of grounded
theory, ethnographic, and
narrative research.
• Potential ethical issues in
conducting grounded
theory, ethnographic, and
naraative research.
• Steps in conducting a
grounded theory,
ethnographic, and naraative
study.
Assignment 9: Writing a developed.
(mini) research proposal b. Identify the types of
action research
designs.
c. Describe the key
characteristics of
action research.
d. Anticipate potential
ethical issues in action
research.
e. Identify the steps in
conducting an action
research study.
f. List the criteria for
evaluating an action
research report.
Presentation; a. Define grounded - Test 10%
Group discussion; theory, ethnographic, - Non-test:
(3 x 50 minutes) and narrative Summary of tthe
Assignment 10: Summary research. types of
b. Distinguish among
of characteristics of and qualitative
three types of
steps in conducting grounded theory, research
qualitative study ethnographic, and
(grounded theory, narrative designs.
ethnography, and c. Identify the key
narrative) characteristics of
grounded theory,
ethnographic, and
narrative research.
d. Identify some
potential ethical
issues in conducting
grounded theory,
 • Evaluating the quality of a ethnographic, and
grounded theory, narrative research.
ethnographic, and naraative e. Describe the steps in
study. conducting a
grounded theory,
(Creswell, pp. 431-532; ethnographic, and
narrative study.
Gay et al., pp. 398-454)
f. Evaluate the quality
of a grounded theory,
ethnographic, and
narrative study.

16 Final term evaluation (Test) (9-15: 60%)

Catatan:
1 sks: (50 TM + 50 BT + 50 BM)/minggu
TM: Tatap Muka (Kuliah)
BT: Belajar Terstruktur
BM: Belajar Mandiri