Group 2

TBI.A
COMPREHEND : DEVI
QUESTION
1) RUDI (ACCIDENTAL SAMPLING)
2) YUSUF
3) PUTRI DWI

1
 POPULATION AND SAMPLE

To Fulfill Subject Assignment of Research on English Language Teaching 1

Lecture Desi Puspitasari, M.Pd.

Created by 2nd group :

Devi Aprillia Kumala Putri (210917011)

Dyah Ayu Kurniasari (210917027)
M. Rafi’addin (210917053)
Nazula Fitriani (210917029)
Rya Widya Wati (210917018)

TBI-A

ENGLISH EDUCATION DEPARTMENT FACULTY OF

EDUCATION AND TEACHER TRAINING STATE

INSTITUTE FOR ISLAMIC STUDIES PONOROGO

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2019

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 PREFACE
All praises to Allah, the creator and the protector of this universe. Because of His
charity, guidance, and blessing, the writer could finish this paper arrangement. Peace and
salutation always to be upon noble Prophet Muhamad SAW who has quite us from the
darkness to the lightness.

This paper discussed about Population and Sample. The writer of this paper is based
on materials which we got from various sources. We explain kind of the methods so it can be
understood easily.

We realize the paper is so far from perfect and needs a lot of improvement. So that
criticisms and suggestions for making better are needed in writing this paper. We hope it will
be useful for us and the readers to improve our knowledge.

Author

Ponorogo, September 17, 2019

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 Table of Contents
TITLE PAGE i
PREFACE ii
TABLE OF CONTENT iii
CHAPTER 1 : INTRODUCTION
A. Background of The Paper 1
B. The Problem Formulation 1
C. Purpose of The Paper 2

CHAPTER 2 : DISSCUSSION
A. Definition of Population 3
B. Definition of Sample 3
C. The Sampling Techniques 3

CHAPTER 3 : CLOSING
A. Conclusion 9
REFERENCE 10

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 CHAPTER I

INTRODUCTION

A. Background of the paper

The field of inferential statistics enables you to make educated guesses about the
numerical characteristics of large groups. The logic of sampling gives you a way to
test conclusions about such groups using only a small portion of its members.
An important characteristic of inferential statistics is the process of going from the
part to the whole. For example, you might study a randomly selected group of 500
students attending a university in order to make generalizations about the entire
student body of that university. The small group that is observed is called a sample,
and the larger group about which the generalization is made is called a population. A
population is defined as all members of any well-defined class of people, events, or
objects. For example, in a study in which students in American high schools constitute
the population of interest, you could define this population as all boys and girls
attending high school in the United States. A sample is a portion of a population. For
example, the students of Washington High School in Indianapolis constitute a sample
of American high school students.
Statistical inference is a procedure by means of which you estimate parameters
(characteristics of populations) from statistics (characteristics of samples). Such
estimations are based on the laws of probability and are best estimates rather than
absolute facts. In making any such inferences, a certain degree of error is involved.
Inferential statistics can be used to test hypotheses about populations on the basis of
observations of a sample drawn from the population.

B. Problem Formulation

1. What is the definition of population?

2. What is the definition of sample?
3. What are the sampling techniques?

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C. Purpose of Paper

1. To understand the definition of population

2. To understand the definition of sample
3. To understand the sampling techniques

CHAPTER II
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 DISCUSSION

A. DEFINITION OF POPULATION

Sugiyono (2001: 55) states that the population is the territory generalization
consisting of objects / subjects that have a quantity and certain characteristics
established by researchers to be studied and then the conclusion is drawn. So the
population is not only people, but also natural objects that are other. Population is also
not just the amount that is in the object / subject learned, but includes all the
characteristics / properties possessed by that object or subject. 1

A population is defined as all members of any well-defined class of people,

events, or objects. For example, in a study in which students in American high
schools constitute the population of interest, you could define this population as all
boys and girls attending high school in the United States.

B. DEFINITION OF SAMPLE

A sample is a portion of a population. For example, the students of Washington

High School in Indianapolis constitute a sample of American high school students.2

C. SAMPLING TECHNIQUES
The primary goal of sampling is to get a representative sample, or a small
collection of units or cases from a much larger collection or population, such that the
researcher can study the smaller group and produce accurate generalizations about the
larger group. Researchers focus on the specific techniques that will yield highly
representative samples (i.e., samples that are very much like the population).
Quantitative researchers tend to use a type of sampling based on theories of
probability from mathematics, called probability sampling.

 Probability Sampling (Random Sample)

1 Sugiyono. 2013. Metode penelitian pendidikan. Bandung: Alfabeta

2 Donald, Jacobs, Lucy Cheser., Sorensen, Christine K. Introduction to Research in Education. (Wadsworth:
Cengage Learning 2010), 148.

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 A sampling technique in which each unit in a population has a specifiable
chance of being selected. The motivation behind using probability sampling is to
generate a sample that is representative of the population in which it was drawn.
Random sampling does not guarantee that every random sample perfectly represents
the population. Instead, it means that most random samples will be close to the
population most of the time, and that one can calculate the probability of a particular
sample being accurate.

a. Simple Random Sampling

In simple random sampling, a researcher develops an accurate sampling
frame, selects elements from the sampling frame according to a mathematically
random procedure, and then locates the exact element that was selected for
inclusion in the sample.
For example : Write all the names of population in English Education
Class 2017, and take 25 names that is selected randomly to become the sample.

b. Systematic Random Sampling

Elements are randomly selected using a sampling interval. The sampling
interval (i.e., Kth is some number) tells the researcher how to select elements
from a sampling frame by skipping elements in the frame before selecting one for
the sample.
For example, a researcher would have a list of 1,000 elements in her or his
population. Let’s assume the sample size is 100. In this case, the researcher would
select every 10th case. There are two tricks to this that must be followed: first, the
sample frame must have the elements ordered in a random way and second; the
starting point (the point at which the first element is selected for inclusion into the
sample) must be determined randomly. In sum, the researcher defined the
interval.

c. Stratified Random Sampling

In stratified random sampling, a researcher first divides the population
into subpopulations (strata: defined as a characteristic of the population).
For example, female and male on the basis of supplementary information.
After dividing the population into strata, the researcher draws a random sample

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 from each subpopulation. In general, stratified sampling produces samples that
are more representative of the population than simple random sampling if the
stratum information is accurate.
Or we can assume that there are eight universities in the state, each with a
different faculty size (faculty size = 500 + 800 + 900 + 1,000 + 1,300 + 1,700 +
1,800 + 2,000 = 10,000). We could simply take a simple random sample of all
10,000 faculty and send those in the sample a carefully constructed attitude
survey concerning unionization. After considering this strategy, we decide against
it. Our thought is that universities of different size may have marked differences
in their attitudes, and we want to be sure that each university will be represented
in the sample in proportion to its representation in the total university population.
We know that, on occasion, a simple random sample will not do this.3

d. Cluster Random Sampling (Area Sampling)

Occurs when the population is already divided into natural, preexisting

groups.A cluster could be a state, district, school, classroom, metropolitan
statistical area, city zone area, neighborhood block, street, and so on. A researcher
may choose a single street and randomly sample the people who live there. The
choice to use a cluster process occurs when the full list of individual units, such
as people, does not exist, but the full list of clusters does.4
Regional sampling is used to determine the sample if the object to be
examined or a very large data source, for example the population of a country,
province or district. To determine which population will be used as a data source,
the sampling is based on a predetermined population area.

This sampling area is often used through two stages, namely the first stage
determines the sample area, the next stage determines the people who are in the
area by sampling as well.

3 M.H. Alvi. A Manual for Selecting Sampling Techniques in Research. (2016), 19.

4 Donald, Jacobs, Lucy Cheser., Sorensen, Christine K. Introduction to Research in Education. (Wadsworth:
Cengage Learning 2010),

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 e. Multi Stage Sampling

Occurs when the sampling process takes place in multiple stages and a
researcher essentially samples clusters within clusters. For example, first cities
are chosen based on a few strata (e.g., size, density), and then school districts are
chosen. Next, classrooms are selected in each school, and lastly, students are
randomly selected within those classrooms.5

 Non-Probability Sampling (Non-Random Sample)

A sampling technique in which each unit in a population does not have a

specifiable probability of being selected. In other words, nonprobability sampling
does not select their units from the population in a mathematically random way. As a
result, nonrandom samples typically produce samples that are not representative of the
population. This also means that are ability to generalize from them is very limited.

a. Purposive Sampling or Judgment Sampling

In purposive sampling, sample elements judged to be typical, or
representative, are chosen from the population. The assumption is that errors of
judgment in the selection will counterbalance one another. Researchers often use
purposive sampling for forecasting national elections. In each state, they choose a
number of small districts whose returns in previous elections have been typical of
the entire state. They interview all the eligible voters in these districts and use the
results to predict the voting patterns of the state. Using similar procedures in all
states, the pollsters forecast the national results. The critical question in purposive
sampling is the extent to which judgment can be relied on to arrive at a typical
sample. There is no reason to assume that the units judged to be typical of the
population will continue to be typical over a period of time. Consequently, the
results of a study using purposive sampling may be misleading. Because of its
low cost and convenience, purposive sampling has been useful in attitude and
opinion surveys. Be aware of the limitations, however, and use the method with
extreme caution.

5 Ibid,

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 Purposive sampling is an acceptable kind of sampling for special
situations. It uses the judgment of an expert in selecting cases or it selects cases
with a specific purpose in mind. Purposive sampling is used most often when a
difficult-to-reach population needs to be measured.
For example, will conduct research on food quality, then the sample data
source is a food expert. This sample is more suitable for qualitative research.

b. Quota Sampling
Quota sampling involves selecting typical cases from diverse strata of a
population. The quotas are based on known characteristics of the population to
which you wish to generalize. Elements are drawn so that the resulting sample is
a miniature approximation of the population with respect to the selected
characteristics.

A researcher first identifies relevant categories of people (e.g., male,

female; under age of 30, over the age of 30), then decides how many to get in
each category. Thus, the number of people in various categories of the sample is
fixed.

c. Snowball Sampling
Snowball sampling is a technique for determining a sample that first starts
out small in number, then expands. Like a snowball that rolled a long time to
become big. In determining the sample, one or two people are first selected but
with these two people not yet feeling complete about the data provided, the
researcher looks for someone who knows better and can complete the data
provided by the two previous people. Qualitative research uses a lot of purposive
and snowball.

This technique is useful for sampling a population where access is

difficult, maybe because it is a sensitive topic, where communication networks
are undeveloped, or where an outside researcher has difficulty in gaining access
to schools. The task for the researcher is to establish who are the critical or key
informants with whom initial contact must be made.

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d. Accidental Sampling
Accidental sampling is a technique of determining samples based on
chance, for example anyone who accidentally meets with the researcher can be
used as a sample, if it is deemed that the person met by chance is suitable as a
source of data.

e. Saturated Sampling
Saturated sampling is a sampling technique when all members of the
population are used as samples. This is often done if the population is relatively
small, less than 30 people, or research that wants to make generalizations with
very small errors. Another term for saturated samples is the census, where all
members of the population are sample.

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 CHAPTER III

CONCLUSION

A population is defined as all members of any well-defined class of people,

events, or objects. Sampling is a process of selecting samples from a group or
population to become the foundation for estimating and predicting the outcome of the
population as well as to detect the unknown piece of information

The sampling techniques are Probability sampling Non-probability sampling.

The five types of probability sampling most frequently used in educational research
are simple random sampling, stratified random sampling, cluster random sampling,
systematic random sampling, and multi stage sampling.

The researcher would use non-probability sampling, which involves non-

random procedures for selecting the members of the sample. In non probability
sampling, there is no assurance that every element in the population has a chance of
being included. Its main advantages are convenience and economy. The major forms
of non probability sampling are purposive sampling, quota sampling, snowball
sampling, accidental sampling and saturated sampling.

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 REFERENCES

Ary, Donald., Jacobs, Lucy Cheser., Sorensen, Christine K. Introduction to Research

in Education. Wadsworth: Cengage Learning. 2010.

M.H. Alvi. A Manual for Selecting Sampling Techniques in Research. 2016.

Louis Cohen dkk., Research Methods in Education. London & New York:
Routledge, 2007.

Sugiyono. Metode Penelitian Pendidikan. Bandung: Alfabeta. 2003.

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