TRADITION OF QUALITATIVE RESEARCH IN LINGUISTS

Submitted By

Group 4

Ayu lestari1 Mutiara Dini Al-haq2 Tiha fatiha Umi khasanah 4

INTRODUCTION

Qualitative research has opened dimensions of insight into the process of language
teaching and learning that were not even discernible on the horizon twenty years ago, and
developments in the new millennium promise even richer understandings in the future
(Lazaraton, 2003). Compared with qualitative research in language teaching in western countries,
there appears to be more quantitative research in language teaching research. Holliday (2007)
notes that it is traditional to begin to distinguish QR from quantitative research, an
unadventurous if necessary approach since this is how most people see it. In fact, the distinction
between quality and quantity is just one of many convenient but rather crude alternatives such as
words/numbers, subjective/objective, or specific/generalisable (Freebody, 2003). It is of vital
importance to study the characteristics and applying trend of QR in a academic journal like
TESOL Quarterly. With the booming of “the third methodological movement” (Tashakkori &
Teddlie, 2010), many researchers seems to care more about “the third research paradigm”
(Johnson & Onwuegbuzie, 2003) in real research. The enthusiasm for new research method to
gain a more accurate conclusion is likely to ignore research tradition, such as qualitative research
and quantitative research. Therefore, it is necessary to investigate traditional approach used in
language teaching.

DISCUSSION

A research needs to be carried out with logical and empirical reasons. Logical reason
means that the thing to be researched has causality (causal relationship) with other things, while
empirical reason means that the problem to be studied has been seen through initial observation
activities. According to Pribady (2018) there are eight things that should at least be present in
every background in linguistic research:
 1. Research Object Description

The research object can be interpreted as what will be researched. Linguistics as a

scientific study has many branches. Some are incorporated into micro linguistics (pure linguistic
studies include phonology, morphology, semantics, and syntax) and macro linguistics
(interdisciplinary studies of linguistics with other fields, for example sociolinguistics,
psycholinguistics, ethnolinguistics, neurolinguistics, forensic linguistics, ecolinguistics, etc.).
Typically put forward is a review of language as a means of human communication and a review
of linguistics as a tool for language phenomena.

2. Specific Description of Research Object

Specifically, the object description is the author's attempt to link / link the linguistic
phenomena presented in the first section with the linguistic field that will be used as a tool of
analysis. As a simple example, the phenomenon of language can be studied from its
sociolinguistic aspect. In this section, the writer explains briefly the sociolinguistic "ability" to
explain this language phenomenon.

3. Research Uniqueness or Problem

The scope of linguistics taken as a "surgical tool" is too broad. It is in this section that the
author limits the scope of his research. This limitation is an effort so that research can be focused
on only a few things that are deemed necessary. The scope can be in the form of research
problems that will be taken in this section. it is the author explains briefly the sociolinguistic
"ability" to explain the phenomenon of language.

4. Object Treatment

A research is basically not just collecting data and then describing or interpreting it. The
data that has been obtained in the field must receive special treatment or be analyzed with a
certain approach. Thus, the formulation of the problems raised in this section can be answered
according to what the researcher wants.

5. The reasons for choosing the object of research

 The reason for selecting objects is an important thing that must be exposed in the
background. In summary, the reasons for choosing the object of research must depart from the
problems (which can also be called language phenomena) that are found in the field. Objects are
chosen with the assumption that it is something interesting, important, and useful.

6. The reasons for choosing the research subject

The research subject (for certain circles it is referred to as a place to conduct research,
data sources) is the location of data discovery. The point is that the phenomena that are in this
subject are significant in comparison to other subjects. This significance is a logical reason in
determining the research subject. This means that the phenomenon to be studied occurs
intensively in the subject. The more intensive the occurrence of the phenomenon in question, the
higher the level of significance.

There are several things to consider when choosing research subjects. Among them are
linguistic aspects, historical aspects, demographic aspects, geographical aspects, cultural aspects,
social aspects, even economic aspects. Of course, researchers must be observant in suggesting
the reasons for choosing subjects based on these aspects. Make sure that this aspect has
coherence with the problem being taken.

7. Research Literature Review Summary

Literature review in essence has been carried out before students write a research
proposal. However, there is no harm in including some literature reviews in the background,
especially in summary form. This aims to emphasize that the research to be carried out refers to
something accountable. The contents of the literature review summary are name, year, and title.
Next are the research methods and techniques, data, data sources, and instruments. The last is the
analysis result. It should also be added, namely the advantages and disadvantages of this
research, as well as its relation to the research that students will do.

8. Research Benefit

It should be pointed out in this section that research has to make an impact. Profits are not
seen from a material-economic aspect, but in a non-material-philosophical direction. In detail,
these advantages are described in the research benefits section.
 9. Research implementation in other fields

Research implementation in other fields is optional. Can be included or not. However, the
inclusion of the implementation of this research is an effort so that readers understand that the
research that will be carried out will not end on paper alone. This means that there is something
that is expected to be useful from the research that will be carried out. Meanwhile, Santosa
(2021) state that there are several steps for linguistics research :

A. Preparing research topics

Preparing a research topic is not as easy as choosing a preferred language research topic
and making it a research topic. There are at least three things that must be done to obtain
linguistic research topics that can be accounted for scientifically, namely: determining topics
based on interests, reviewing books and related research results, and of course determining the
benefits of research.

B. Determining topics based on interest

The first thing that is important in determining a research topic is the basis of interest.
The basis for this interest is actually the first step in determining a topic. A linguistic researcher
will start his research topic based on the researcher's interest. Usually, a researcher's interest in a
topic is related to the history of the research or the researcher's linguistics, including the
approach that the previous researcher was working on. A researcher who knows a lot about
linguistic phenomena with a structural approach will research a lot of linguistic research topics
with a structural approach. Likewise, researchers who are based on sociolinguistic knowledge
will examine topics that are closely related to sociolinguistic phenomena. And so on, with
researchers based on pragmatics, ethnolinguistics, functional systemic linguistics, generative,
and so on. This is very important, because research into linguistic phenomena with a well-
understood approach constitutes the completion of fifty percent of the research work.

In choosing this topic, researchers are not advised to examine linguistic phenomena that
are too large. Researchers must focus their attention on research topics that are focused, small,
but deep.

C. Review books and research results and determine the benefits of research
 By reviewing books, journals, and research results related to the research topic,
researchers will find out the weaknesses and strengths of the research results and existing books.
Researchers will also get a complete picture knowing the development of books and research
related to the research topic to be carried out. The results of this research review will be very
important to provide information and arguments to what extent the development of the research
topic has been discussed. Furthermore, the results of this research review will also indicate what
aspects or which of the topics to be researched have not received sufficient attention or which
have not been researched. Thus, the researcher can find out the position of his research among
studies around the world. Therefore, Researchers will know which topics have not been
researched and what benefits will be obtained and contributed to the development of science.
The implication is that the researcher will get novelty or novelty that is developed from the
research gap or aspects related to the researcher's research topic that has not been researched.

D. Prepare research methodologies and methods

After knowing well the topic or research focus, the approach used, the objectives and
benefits of the research, the next step to take is to determine the appropriate research design for
the focus and purpose of the research. Determining the research design is also often referred to as
determining the research methodology. Therefore, right before we go any further, we need to
know well the terms research methodology, methods and techniques in research. This is because
these three terms are often used overlapping due to poor understanding.

E. Data analysis

In qualitative research, data are analyzed qualitatively and inductively. Qualitatively, the
researcher will listen, understand, organize, classify or categorize, connect between categories,
and interpret the data based on the context. Researchers will not reduce the data and the results of
the analysis in the form of statistical quantification. However, in linking between categories of
data, researchers may use numbers to show numbers or sequences. Inductively, qualitative
researchers do not analyze data after a period of data collection. However, qualitative researchers
analyze the data at the same time as data collection. Analysis is carried out every time it finds
data: entering into the appropriate domain, then classifying it, connecting all categories in a
matrix, find patterns of interaction or cultural patterns, and interpret these patterns of interaction
in a larger context. In general, qualitative analysis in the form of event description analysis,
interaction between participants, and document analysis, document analysis or content analysis is
used to analyze the contents of documents in the field. Basically, the analysis of this document is
the formation of meaning (shaping meaning) of the aspects examined in the document. For
example, the term content analysis or 'content analysis' is used to digest the form, meaning,
function of social behavior in a context in a large document, including coding and categorization.
Meanwhile, conversation analysis is used to analyze the conversations of two people or a group
of people. and interpreting these interaction patterns in a larger context. In general, qualitative
analysis in the form of event description analysis, interaction between participants, and document
analysis, document analysis or content analysis is used to analyze the contents of documents in
the field. Basically, the analysis of this document is the shaping of the aspects examined in the
document. For example, the term content analysis or 'content analysis' is used to digest the form,
meaning, function of social behavior in a context in a large document, including coding and
categorization. Meanwhile, conversation analysis is used to analyze the conversations of two
people or a group of people. and interpreting these interaction patterns in a larger context. In
general, qualitative analysis in the form of event description analysis, interaction between
participants, and document analysis, document analysis or content analysis is used to analyze the
contents of documents in the field. Basically, the analysis of this document is the shaping of the
aspects examined in the document. For example, the term content analysis or 'content analysis' is
used to digest the form, meaning, function of social behavior in a context in a large document,
including coding and categorization. Meanwhile, conversation analysis is used to analyze the
conversations of two people or a group of people. Qualitative analysis in the form of event
description analysis, interaction between participants, and document analysis, document analysis
or content analysis is used to analyze the contents of documents in the field. Basically, the
analysis of this document is the shaping of the aspects examined in the document. For example,
the term content analysis or 'content analysis' is used to digest the form, meaning, function of
social behavior in a context in a large document, including coding and categorization.
Meanwhile, conversation analysis is used to analyze the conversations of two people or a group
of people. Qualitative analysis in the form of event description analysis, interaction between
participants, and document analysis, document analysis or content analysis is used to analyze the
contents of documents in the field. Basically, the analysis of this document is the shaping of the
aspects examined in the document. For example, the term content analysis or 'content analysis' is
used to digest the form, meaning, function of social behavior in a context in a large document,
including coding and categorization. Meanwhile, conversation analysis is used to analyze the
conversations of two people or a group of people. document analysis or content analysis is used
to analyze the contents of documents contained in the field. Basically, the analysis of this
document is the shaping of the aspects examined in the document. For example, the term content
analysis or 'content analysis' is used to digest the form, meaning, function of social behavior in a
context in a large document, including coding and categorization. Meanwhile, conversation
analysis is used to analyze the conversations of two people or a group of people. document
analysis or content analysis is used to analyze the contents of documents contained in the field.
Basically, the analysis of this document is the shaping of the aspects examined in the document.
For example, the term content analysis or 'content analysis' is used to digest the form, meaning,
function of social behavior in a context in a large document, including coding and categorization.
Meanwhile, conversation analysis is used to analyze the conversations of two people or a group
of people. the function of social behavior in a context in a large document, including coding and
categorization. Meanwhile, conversation analysis is used to analyze the conversations of two
people or a group of people. the function of social behavior in a context in a large document,
including coding and categorization. Meanwhile, conversation analysis is used to analyze the
conversations of two people or a group of people.

CONCLUSION

The number of graduate students and practicing teachers working on Applied Linguistics
research projects has exploded in the last two decades, with the majority of them being
"qualitative" in nature. This represents a general shift in the social sciences away from
quantitative to qualitative analysis, but it's also possibly true that small-scale projects aimed at
investigating a pedagogical topic of personal importance to the researcher lend themselves more
easily to a qualitative approach. However, as the editors of this volume make clear from the
outset, qualitative researchers must follow the same high expectations as those employed in the
‘positivist' quantitative tradition, and they have put together this useful work to help
inexperienced researchers understand and strive to those standards. The section on qualitative
research approaches begins with ‘narrative inquiry,' which, according to Garold Murray, has
 become a common and successful way of exploring the experiences of language learners and
teachers in recent years, though not as popular as ‘case study,' which Michael Hood presents in
the following chapter.

REFERENCES

A Holliday, “Issues of validity in progressive paradigms of qualitative research,” TESOL Quarterly, vol.
38, pp. 731-734, 2004.
A Lazaraton, “Evaluative criteria for qualitative research in applied linguistics: Whose criteria and
whose research?” The Modern Language Journal, 2003.
Fatimah, D. (2009). Metode Linguistik: Ancangan Metode Penelitian dan Kajian. Bandung: Refika
Aditama.
Pribady, H. (2018). Pengantar Metodologi Penelitian Linguistik. https://doi.org/10.31219/osf.io/8ywk3.
Santosa, R. (2001). Linguistic / pragmatic research methodology. PROSIDING PRASTIES, 21-32.
Tashakkori and C. Teddlie, Eds., Handbook of Mixed Methods in Social & Behavioural Research,
Thousand Oaks: Sage, 2010.