QUALITATIVE

STUDY

Nonny Basalama
 Overview
◼ Introduction: What is qualitative study:
Its concept and characteristics (i.e
Philosophical stands, research
questions and data analysis and report)
◼ Several Traditions in QS
◼ Validity issue in QS
◼ Closing
 What is Qualitative Research?
(Concept)

Qualitative research is a method of naturalistic

enquiry-- it aims to study people in their
natural social settings. The focus is on the
meanings the participants in the study
setting attach to their social world.
(Bowling, 2002)
 What is Qualitative Research?

Qualitative research believes that if we

are to understand a topic, we need to
look at it through the eyes of those who
experience it and try to understand it
from their point of view. (Rees, 1997)
 What is qualitative study?

◼ Qualitativeresearch is an effort to
understand situations in their
uniqueness as part of a particular
context and the interactions there
(Patton, 1985).
 What is qualitative study?

◼ My understanding:
Key words- Natural, people &their
experiences, Contextual, Subjective,
be there!
 Characteristics
◼ The purpose- to explore
the meaning; people and
experiences, cultures,
views on a case or
particular case
 Characteristics
◼ The Focus- quality or
meaning of experience.

◼Thus- verb used; to

explore/describe/discover
 Characteristics
◼ The Philosophical
Roots- Constructivism
and Interpretivism- The
role of the researcher is
vital!
 What is qualitative study?
◼ E.g ( I integrate this in my study)
This study is a focused qualitative study derived
from the interpretative understanding that to
understand a particular action, such as friendship,
marrying or teaching, the researcher “must grasp the
meaning that constitutes that action” and this can
only be achieved through understanding “system of
meaning to which it belongs” (Schwandt 1994).
 Characteristics
◼ The research question-
e.g; What, How and Why
 Research question
◼ i.e:
What is EFL learner’s
experience in trying to
speak English in an EFL
setting?
 Research question
◼ i.e:
How the view of others
can impact on EFL
learner’s belief on their
speaking?
 Research question
◼ i.e:
Why the view of others
can impact on EFL
learner’s belief on their
speaking?
 Research question
◼ The research question-
Can depends on the goal
Exploration: (above
examples)
 Research question
◼ The research question-
Can depends on the goal
Description: i.e – What are the
perspectives of EFL teachers about
EFL learners’ opportunities to speak
English in EFL setting?
 Research question
◼ The research question- Can
depends on the goal
Interpretation: i.e – How has the
patterns of interaction of teacher and
student in EFL setting affected the
motivation of EFL learners to speak?
 Research question
◼ The research question- Can be
constructed through the ‘aim’ (s)!
◼ To explore teachers’ own
conceptualizations of themselves, and
their responsibilities and practices as
professionals.
 Research question
◼ To explore…
The study sets out to explore factors that have
affected teachers through their formation as
learners and as professionals, and considers
how these factors influence their beliefs and
attitudes towards their practice and their
responses to curriculum change in secondary
high school classrooms in Indonesia.
Characteristics( Continued…)

Data:
◼ More types of data – For
holistic/ comprehensive view
Characteristics( Continued…)

Data- Kinds of data:

◼ Observation, Interview, Focus
group, Document, Audio
visual(i.e- Photos,..) Audio
recording (i.e- video),
Arhieves ( tombstone, Jewells,.)
 Characteristics( Continued…)

Data- Form of data:

◼WORDS

(Include- quotes of participants)

Characteristics( Continued…)

Data- Where it come from?

◼The field
Characteristics( Continued…)

Data- Where it come from?

◼ The field- That’s why- the
researcher is the data instrument
– to observe, to interview, to
analyze, to interprete ( not sending
a test or survey)
Characteristics( Continued…)

Data- Data design

Emergent design! Why?

Flexible, Evolving, methods can
change during the study
 Characteristics( Continued…)

Data- Data design

I.e: What is EFL learner’s experience in
trying to speak English in their EFL
setting?
Early plan- interview ( 10 students) ( …)
– later can be added with observation,
Focus group etc.
Characteristics( Continued…)

Data Analysis:

◼ Creating Themes (Coding,

Categories & Themes)
 Characteristics( Continued…)

Data Analysis:
◼ Several methods used:
Preparing and organising the data(
include; transcribing, organising (
field notes) and all of the documents
needed and available !
 Characteristics( Continued…)

Data Analysis:
◼ Several methods used:
Reducing the data into themes (e.g by
identifying the themes, coding data,
creating and developing categories,
looking from emergent patterns)
 Characteristics( Continued…)

Data Analysis:
◼ Several methods used:
Presenting data- in Narrative or
graphic forms.
Characteristics( Continued…)

Data Analysis:
◼ Theprocess- can be so daunting!
Time consuming!
Characteristics( Continued…)

Data Analysis:
◼ The process- can be so daunting!
Time consuming!
e.g: draw on the earlier research
question:
Characteristics( Continued…)

Data analysis- Types of data:

Interview, observation ( field
notes)-
Follow several steps as suggested
before! ( including transcribing,
coding, categorizing, creating
themes etc)
Characteristics( Continued…)

Eventually– the process will

arrive into two or three big
themes:
e.g…Motivating experience &
demotivating experience
 Characteristics( Continued…)

Data analysis–
Inductive- in nature!
? ? ? (research questions, data
collection and analysis)
Let them to speak by themselves-
not based on specific theory!
Characteristics( Continued…)

Data analysis–
Inductive- in nature!
…therefore the researcher
conceptualize their finding/s,
Create theory!
 Characteristics( Continued…)

Data Report –
◼ Usually- Narrative in nature!
◼ The use of first person ( I)

◼ It shows the interpretation of the

researcher
◼ It presents a lot of words- not
numbers!
 Characteristics( Continued…)

Data Report
(Heading and Subheadings)- You create
your own Code, Categories and Themes!
◼ Formation as Teachers:
Investment in English as Learners
Trajectory 1 – Begins Low, Remains Low
The low  low group consists of six teachers (see Table 4.1),
whose investment trajectories as learners remained low both
in high school and in their teacher-training course.
Characteristics (Continued…)
Check through pages in Noni’s work!

Termasuk contoh display

‘quotes’
 Understanding traditions in
qualitative methodology
◼Case Study
◼Grounded Theory
◼Ethnography
◼Phenomenological
◼Narrative
 Understanding traditions in
qualitative methodology
◼Case Study
Study to explore program, activities,
event or one and one individual- in
depth! ( Flexible- more widely used-
can use mix methods)
 Understanding traditions in
qualitative methodology
◼Grounded theory
Roots on social research, generate
abstract, action and interaction-
grounded in the view of participants!
 Understanding traditions in
qualitative methodology
◼Ethnography
Roots from Anthropology- study on
natural setting- study of a group- for
a long time period!
 Understanding traditions in
qualitative methodology
◼Phenomenology – roots from
Phenomenology- to identify the
essence of human experience !
 Understanding traditions in
qualitative methodology
◼Narrative approaches –
To study the story of
individual experience!
 Qualitative Study- issue of
Validity
◼Validy- an attempt to reach
the data collection, analysis
and interpretation –
creadible!
 Qualitative Study- issue of
Validity
◼Validy-
The use of different terms
from different experts-
e.g: Lincon and Guba-
Trusworthiness –Transferability
& confirmability
 Qualitative Study- issue of
Validity
◼Validy-
The use of different terms
from different experts-
e.g: Creswell (2007)
Validation!
 Qualitative Study- issue of
Validity
Validy- Creswell (2007) Validity
Some strategies offered:
◼ Prolonged engagement
◼ Risch thick description, triangulation,
member checking, discrepant
information, clarifying researcher bias,
peer debriefing, external auditor!
(Learn more about them all!)
 Closing

◼ What we have to ask our

students to do next?
 Closing

What we have to ask our students

to do next?:
◼ Review research studies that have
been conducted on their topic! (in
many aspects!)- Identify the gap- fill
the gap!
◼ Conduct a Lit Review in general about
Qualitative methods
 Closing

◼ Facilitating qualitative research-

why?
◼ Can be so powerful to provide
change!
◼ Can be powerful for social change
( quote)!
 Closing

What we have to ask our students

to do next?:
◼ Review research studies that have
been conducted on their topic! (in
many aspects!)- Identify the gap- fill
the gap!
◼ Conduct a Lit Review in general about
Qualitative methods
 Closing

◼ Conduct a Lit Review in general

about Qualitative methods- How
they link to their study?
◼ Review what is a qualitative study
and its detail- so the students can
have better understanding of their
own research before involving
more in the process!
 Suggested Reading
Bernard, H.R. (2000). Social Research Methods:
Qualitative and Quantitative approaches. Thousand
Oaks, CA: Sage
Creswell, J.W. (1998). Qualitative Inquiry and Research
Design: Choosing Among Five Traditions. Thousand
Oaks, CA: Sage
Munhall, P.L. (2001). Nursing Research: A Qualitative
Perspective, 3rd Edition. Sudbury, MA: Jones and
Bartlett
Patton, M.Q. (2002). Qualitative Research & Evaluation
Methods, 3rd Edition. Thousand Oaks, CA: Sage

55
Thank you!