Tradition of Qualitative Research in English Language

By Group 3
Kirana Zakiah Ihsani (18081030156)

Ega Nur Fadillah (1808103011)

Siti Rosidah (1808103057)

Putri Dian Arista (1808103186)

Introduction
The objective of this research is to provide a broad overview of the tradition
qualitative research in English Language. To understand identifying problematic aspects of
quantification, defining the approaches that can be used to address these problems, and by
defining problem measurement and methods. It can be used to gain in-depth understanding of
an issue or to generate new research ideas. Quantitative and qualitative researches are the two
broad categories in which research can be categorized. While quantitative research has a
longer history, qualitative research has gained traction in recent years. In the positivist
research paradigm, quantitative research methods are typically used, while qualitative
research methods are used in the interpretive paradigm [ CITATION Dew11 \l 1033 ] . The
researcher may select from the following qualitative investigation traditions when deciding
on the best approach: biography, phenomenology, grounded theory, ethnography, and case
study [ CITATION Ade16 \l 1033 ]. Then, there are some stages in qualitative research. As a
result, a researcher must have a detailed understanding of traditions, steps for Linguistics
research and types of research design.

DICUSSION

The qualitative research tradition is more complicated than quantitative research.

Before qualitative research results may contribute to science, it is important to go beyond the
scientific-critical thinking method phases, which involve the inductive thinking process, to
collect facts and social phenomena that occur in the field through observation. The findings
of these observations must be investigated in order to serve as the foundation for conducting
theorizing [ CITATION Nug14 \l 1033 ] . Alternative perspectives on education that differ from
educators' traditional psychological perspectives can be found in qualitative traditions. Fresh
insights are included in qualitative traditions, as are new questions, new responses, and new
interpretations.If a researcher's conclusions and foci match those of a tradition, the researcher
would have research models to pursue as well as a group of scholars to associate with. These
research models can be particularly beneficial to new researchers.

The research tradition has had a significant influence on how social science research
is performed by (1) identifying problematic aspects of quantification, (2) defining the
approaches that can be used to address these problems, and (3) by defining problem
measurement and methods. Different research traditions imply different assumptions and
different ways of looking at social science research and measurement. The problems chosen
to be studied, the statistical models used to analyze the data, the results of the investigation
and the policy implications taken from the research depend on the measurement model used.

A. Definition of Traditions

When we talk about "tradition," there's always the risk that they'll be seen as a separate
paradigm based on distinct metaphysical and methodological assumptions. Jacob described
the traditions he described as each forming a separate entity "Internally consistent
assumptions about human nature and culture, study emphasis, and methodology make up the
whole" (1987, p. 1). As a result, it is suggested that those who want to perform qualitative
research do so "” Make use of the whole tradition, not just hypotheses or broad methods”
(1987, p. 1). In our view, the idea that tradition represents a distinctive and comprehensive
approach not factually accurate with respect to the British and North American views.
Additionally, this may have unfortunate consequences.

Whichever tradition is studied - whether identified by Jacob or by us - the following

were found:

1. There is considerable internal disagreement about whose job it represents and about what
are the main features of the tradition.

2. Having identified the key philosophical and methodological features of a tradition, people
will find that they share with some other tradition. Even though that person seeing themselves
as members of a tradition may tend to draw sharp differences between the two their work and
others, the relationship between studies is actually many more complex and subtle.
3. Assumptions that are deemed to be different from the incomplete tradition and / or unclear
at key points: They do not offer a complete epistemology or method- ology.

4. Many jobs that either explicitly or implicitly combine the emphases of the different
tradition, without trying to establish a new "tradition".

The research tradition has the following characteristics: (1) defining aspects of
quantification that are considered problematic, (2) defining the methods that can be used to
solve these problems, and finally, (3) through the definition of problem measurement and
methods , research tradition has had a significant influence on how social science research is
conducted. Different research traditions imply different assumptions and different ways of
looking at social science research and measurement. The problems chosen to be studied, the
statistical models used to analyze the data, the results of the investigation and the policy
implications taken from the research depend on the measurement model used. Measurement,
there are two research traditions. One of them is the tradition of scaling. The other is the
tradition of test scores. The scaling tradition focuses on calibrating individual items and
measuring people on shared latent variables. The roots of this scaling tradition lie in
psychophysics with E. L. Thorndike, Thurstone, Guttman, Lazarsfeld and Rasch, its main
contributors. The test scores tradition focuses on total test scores, and the linear
decomposition of these values into their true scores and error components. The original work
was initiated by Spearman (1904) [which stemmed from the psychometric use of the term
"reliability"]. Two current approaches to measurement theory in the test score tradition
involve the application of variance analysis procedures by Cronbach and his colleagues
(1963, 1972), and the use of factor analysis to provide a framework for dealing with
measurement problems related to reliability and validity (Joreskog, 1971). , 1979).

B. Steps for Linguistics Research

1. Prepare research topics

Topics are not investigated as easy as choosing a linguistic research topic that will be
used as 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.

2. Determine the topic 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, the
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 has worked on (Blaxter,
Hughes, & Thight, 2001). 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.

3. Review books and research results and determine the benefits of research

Reviewing books, journals, and the results of this research is vital. Of course, not just
reviewing all the books, journals, and research results. However, researchers must review
books, journals, and research results that are closely related to the topic to be researched
(Blaxter, Hughes, & Thight, 2001). Usually, this reviewing activity is carried out on books
and research results that are published in journals within a certain period of time. The books
or research results that are reviewed are within a certain period of time, for example the last
decade or the last five years. The level of novelty of the books, journals, or research results
reviewed will determine the gaps in the research obtained. The newer the sources that are
reviewed, the researchers will get new research gaps. The more books and research results
that are reviewed, the more rigid, detailed and holistic the research gap will be. This means
that the research gap that will be used as a research problem is getting more novel or the more
likely it is that it has not been researched by other people.

In addition, his research will allow him to produce the latest theories, models, and
research benefits. 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 has not been researched.

Thus, the researcher can find out his research position among studies around the
world. Thus, 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 (ibid).

4.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. The term research methodology refers to a more philosophical meaning,
approach, or paradigm that is taken to support research. Whether a study will use a
quantitative, qualitative, or mixed design is an area of methodology (Blaxter et al., 2006;
Peursen, 1980). In essence, research methodology includes determining the type of research
(whether the research is quantitative or qualitative), the appropriate approach (whether a
linguistic research will use a structural, systemic, pragmatic, or sociolinguistic linguistic
approach), for a study.

C. Type or Research Design

In determining the type or design of the research, the researcher must determine
whether the research is qualitative, quantitative, or mixed (Creswell, 2008). Researchers must
explain comprehensively why quantitative, qualitative, or mixed paradigms are used in their
research. Therefore, the researcher must explain the focus of his research in relation to the
five research axioms.

1. Research Location

Lincoln and Guba (1985) define the research location as “focus-determined

boundary”, which literally means “the boundary determined by the focus or object of
research”. This means that the focus of the research has implications regarding the limits of
the research to be determined. If the focus or research object is in the field, the research
boundary is geographic. If the focus of the research is in the media, the limit used is the
media. If the focus of the research is demographic, then the research boundary will be
demographics. Thus, the actual research location can be geographic, demographic, or media

2.Data Validity

Similar to sampling, the stage of obtaining data validity is also a habit in quantitative
research designs. So, it is as if this stage brings about a reconciliation between quantitative
and qualitative research. However, checking the validity of the data is important to do to
obtain the trustworthiness of the data. Qualitative researchers often check the validity of their
data using triangulation techniques. There are four kinds of triangulation techniques that are
often used to check the validity of data in qualitative research. The four triangulation
techniques are source triangulation, method triangulation, triangualation, theory, and research
triangulation (Lincoln & Guba, 1985; Patton, 1980). Triangulation of data sources is a
technique of providing a variety of data sources. In accordance with the above criteria, data
sources must be provided from various sources based on the complexity of the research
objectives. Basically, data sources can be obtained through: events, participants, documents,
sites, artifacts or objects related to events, and so on.

3. Definition of Linguistic

Linguistics is a term used to describe the study of language. Linguistics is described

as "the science of language or a method of learning language" by the Linguistic Dictionary
(Kridalaksana, 2001). If we go back far enough, we can see that the term linguistics comes
from a Latin word that means "language," as in lingua, French langue, langage, Italian lingua,
Spanish lengua, and English language. In other languages, linguistics is referred to as a
language science, such as linguistics (English) and linguistics (Spanish) (French). According
to US. Hornby, E.V. Gatenby, and H. Wakefield (1961: 733), linguistics is an adjective "of
language and language analysis," while linguistics is a noun "of the science of "; methods of
learning and researching languages." Linguist is a noun that means "a person who is skilled in
foreign languages" or "people who are knowledgeable in foreign languages." This linguist
interpretation overlaps somewhat with the polyglot understanding. A polyglot is someone
who can use several languages in everyday situations, while a linguist (linguist) is someone
who explores language theories in depth, such as language structure, language history,
language similarities, language kinship, and so on. There are two types of linguistics: (1)
microlinguistics and (2) macrolinguistics. Microlinguistics (proper linguistics) studies the
structure of language, such as phonology, morphology, syntax, and semantics, while
macrolinguistics studies all aspects of language, including structure, history, and the
relationship between language and other aspects of human existence. Cultural linguistics,
sociolinguistics, neurolinguistics, psycholinguistics, and other fields of macrolinguistics
study.

4. Etnography in linguistic

Ethnography is a form of research method that studies the everyday life patterns and
interactions of certain socio-cultural groups (culture-sharing groups) in a particular space or
context in order to expose socio-cultural meanings. In general, ethnography is regarded as a
method of interpretive social science. Ethnography, according to Atkinson & Hammersley
(1994, p. 248), usually refers to types of social science that have a significant number of the
following characteristics:

a. A preference for working with 'unstructured' data, that is, data that has not been coded in
terms of a closed set of analytic categories at the time of data collection, rather than
hypotheses about them

b. A tendency to work predominantly with 'unstructured' data, that is, data that has not been
coded in terms of a closed set of analytic categories at the time of data collectioninvestigation
of a small number of cases, perhaps just one case, in detail

Data analysis that entails clear interpretation of the meanings and functions of human
behavior, with quantification and statistical analysis playing only a minor role" (Atkinson &
Hammersley, 1994, p. 248). This ethnographic study can also be viewed from the standpoint
of arts and culture preservation, and it is more of a descriptive than an empirical undertaking.
Ethnographic researchers usually focus their study on a society, but not always
geographically; they may also look at housing, jobs, and other facets of society. Emzir (2011:
143), for example, defines ethnography as "a method of study that focuses on the meaning of
sociology through closed field observations of sociocultural phenomena."

5. Action research
 Action Research is a form of collective self-reflective inquiry carried out by
participants in social contexts in order to enhance the rationality and fairness of their own
social or educational activities, as well as their perception of those practices and the situations
in which they occur. Only when the methodology is collective is it called action research, but
it is important to note that group action research is done through the objectively analyzed
actions of individual group members" (Kemmis and McTaggart, 1988, 5-6).

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.

Reference
Blaxter, L., Hughes, C; and Thight, M. (2006) How to research: Seluk-beluk melakukan
Research, Jakarta:

Engelhard, G. (1991). Research Traditions and History of Measurement. 126.

Gramedia. Creswell, J.W. (2008) Educational research: Planning, conducting, and

evaluating quantitative and qualitative research. Upper Saddle River: Pearson.

Goetz, J. P., & LeCompte, M. D. (1984). Ethnography and qualitative design in educational
research.Orlando: Academic Press Inc.

Grbich, Carol (2007) Qualitative data analysis: An intriduction, London: Sage Publication.
Hammersley, P. A. (1988). Qualitative Research Traditions: A British Response to Jacob.
Review of Educational Research, 231-250.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry.Beverly Hills: Sage Publication

Nugrahani, F. (2014). Metode penelitian kualitatif. Surakarta.

Plagiarism Checker Attachment