RESEARCH DESIGN: BASIC INTERPRETIVE (DESCRIPTIVE

QUALITATIVE)
This paper is prepared to fulfill the Qualitative Research Methodology course
assignment
Supporting Lecturer: Dr. Toyyibah M.Pd.

Arranged by:
Anggun Guna Puspita 932214419
Inas Nadifa

ENGLISH DEPARTEMENT STUDY PROGRAM

TARBIYAH FACULTY
STATE ISLAMIC INSTITUT OF KEDIRI
2022

CHAPTER I

INTRODUCTION

A. Background of Study
 Research design is fundamental to all scientific endeavors, at all levels and
in all institutional settings. In many social science disciplines, however, scholars
working in an interpretive–qualitative tradition get little guidance on this aspect of
research from the positivist centered training they receive. Such an approach to
design starts with the recognition that researchers are inevitably embedded in the
intersubjective social processes of the worlds they study. Therefore, through this
paper we will discuss what research design is, especially interpretive design.

B. Formulation of Problem

1. What is research design?

2. What is basic interpretive design (descriptive qualitative)?
3. What are types of basic interpretive design (descriptive qualitative)?
4. What are characteristics of basic interpretive (descriptive qualitiative)?
5. How about the method of basic interpretive (descriptive qualitiative)
research design?

CHAPTER II

A. Definition of Research Design

Research design refers to the basic structure of a research project,
the plan for carrying out an investigation focused on a research question
that is central to the concerns of a particular epistemic community. The
research design refers to the overall strategy that you choose to integrate
the different components of the study in a coherent and logical way,
 thereby, ensuring you will effectively address the research problem; it
constitutes the blueprint for the collection, measurement, and analysis of
data.
Research design is the framework of research methods and
techniques chosen by a researcher. The design allows researchers to hone
in on research methods that are suitable for the subject matter and set up
their studies up for success. The design of a research topic explains the
type of research (experimental, survey research, correlational, semi-
experimental, review) and also its sub-type (experimental design, research
problem, descriptive case-study).
B. Definition of Basic Interpretive Design
Basic Interpretive Design is a research paradigm that is based on
the assumption that social reality is not singular or objective, but is rather
shaped by human experiences and social contexts (ontology), and is
therefore best studied within its socio-historic context by reconciling the
subjective interpretations of its various participants (epistemology).
Because interpretive researchers view social reality as being
embedded within and impossible to abstract from their social settings, they
“interpret” the reality though a “sense-making” process rather than a
hypothesis testing process. This is in contrast to the positivist or
functionalist paradigm that assumes that the reality is relatively
independent of the context, can be abstracted from their contexts, and
studied in a decomposable functional manner using objective techniques
such as standardized measures. Whether a researcher should pursue
interpretive or positivist research depends on paradigmatic considerations
about the nature of the phenomenon under consideration and the best way
to study it.
C. Types of Interpretative Design
a. Ethnomethodology
Ethnomethodology is a qualitative research methodology
which has recently gained momentum across disciplines, more
specifically social and health sciences. Ethnomethodology focuses
 on the study of methods that individuals use in “doing” social life to
produce mutually recognizable interactions within a situated
context, producing orderliness. It explores how members’ actual,
ordinary activities produce and manage settings of organized
everyday situations.
Practice through everyday life is central to
ethnomethodology, the methods of which produce and maintain
accountable circumstances of their life activities, making use of
common sense knowledge in mundane situations.
Ethnomethodology originated from Garfinkel who criticized
Parsons’ action theory whereby Garfinkel illustrated how
ethnomethodology departs from conventional social theory to
develop a methodology for studying social life.
Ethnomethodology draws on video-recorded data as a
preferred method with detailed attention to talk-in-interaction and
gestures as interaction. The rich, detailed data generated may be
viewed several times over, thus demonstrating that the data is
valuable and trustworthy. The concepts of indexicality, reflexivity,
and accountability are central to ethnomethodology because
together they illustrate meaning as a methodical accomplishment.
The reflexive accountability that contributes to order and the
members’ local performance of shared methods to carry out a joint
activity form the central values of ethnomethodology. The
analytical resources of ethnomethodology have been used to
produce procedural accounts of human conduct in zones like
museums, classrooms, and sports. Hence health care can be
explored and empirically investigated as local interactions to
contribute to patient safety.
b. Phenomenology
Phenomenology is an approach to qualitative research that
focuses on the commonality of a lived experience within a
particular group. The fundamental goal of the approach is to arrive
 at a description of the nature of the particular phenomenon
(Creswell, 2013). Typically, interviews are conducted with a group
of individuals who have first-hand knowledge of an event, situation
or experience.
c. Positivist and Postpositivist Models
Positivism highlights that scientific inquiry should rely on
observable and measurable facts rather than on subjective
experiences. According to this epistemological stance, what counts
as knowledge can be captured through sensory information. If
knowledge goes beyond this into subjective boundaries, such
information does not qualify as knowledge. Positivists believed that
science was the medium through which truth could be unraveled.
However, according to positivists, only the natural sciences such as
physics, chemistry, and biology was counted as science.
The social sciences such as sociology and political science
did not fall within this positivist framework, mainly because in
social sciences knowledge was derived from subjective experiences
of individuals, which could not be measured and observed. The
social scientists did not engage in research within laboratories.
Their laboratory was the society where the movements,
relationships of people could not be controlled. Knowledge was
gained through the study of human attitudes, relationships, life
stories, etc. Positivists believed that these did not have an objective
basis.
Post-positivism came about in the 20th century. This was
not a mere revision of positivism, but a complete rejection of the
core values of positivism. Post-positivism points out that scientific
reasoning is quite similar to our common sense reasoning. This
denotes that our individual understanding of day to day life is
similar to the understanding of the scientist. The only difference is
that a scientist would use a procedure in order to arrive at
conclusions, unlike a lay person.
 Unlike positivists, post-positivists point out that our
observations cannot always be relied upon as they can also be
subjected to error. This is why post-positivists are considered as
critical realists, who are critical of the reality that they study. Since
they are critical of reality, post-positivists do not rely on a single
method of scientific inquiry. They believe that each method can
have errors. These can only be avoided if a number of methods are
used. This is referred to as triangulation.

d. Constructivist–Interpretive Models
The interpretivist/constructivist paradigm grew out of the
philosophy of Edmund Husserl’s phenomenology and Wilhelm
Dilthey’s and other German philosophers’ study of interpretive
understanding called hermeneutics (Mertens, 2005, p.12 citing
Eichelberger, 1989). Interpretivist/constructivist approaches to
research have the intention of understanding “the world of human
experience” (Cohen & Manion, 1994, p.36), suggesting that “reality
is socially constructed” (Mertens, 2005, p.12). The
interpretivist/constructivist researcher tends to rely upon the
“participants’ views of the situation being studied” (Creswell, 2003,
p.8) and recognises the impact on the research of their own
background and experiences. Constructivists do not generally begin
with a theory (as with postpositivists) rather they “generate or
inductively develop a theory or pattern of meanings” (Creswell,
2003, p.9) throughout the research process. The constructivist
researcher is most likely to rely on qualitative data collection
methods and analysis or a combination of both qualitative and
quantitative methods (mixed methods). Quantitative data may be
utilised in a way, which supports or expands upon qualitative data
and effectively deepens the description.
e. Feminist post-structuralist
 Feminist post-structuralist theory can be taken as a third
feminism, historically following on from, but not replacing, liberal
feminism and radical feminism (Kristeva, 1981). Whereas liberal
feminism mobilizes a discourse of individual rights in order to gain
access to the public domain, and radical feminism celebrates and
essentializes womanhood in order to counteract the negative
constructions of women and girls in masculinist discourse, feminist
post-structuralism troubles the binary categories male and female,
making visible the constitutive force of linguistic practices, and
dismantling their apparent inevitability.

D. The Characteristics of Basic Interpretive

 A basic interpretative studies provides descriptive accounts targeted to

understanding a phenomenon using data that might be collected in a variety
of ways, such as interviews, observations, and document review.
 The purpose it, to understand the world or experience of another. These are
the most simple and most common qualitative studies.
 The central purpose of these studies is to understand the world or the
experience of another.
 The underlying question the researcher is asking is "How are events,
processes, and activities perceived by participants?" the basic goal of
interpretive studies is to understand the meaning people make of their
experiences, assuming that people create their own meanings.
 Basic qualitative studies, also called basic interpretive studies provide rich
descriptive accounts targeted to understanding a phenomenon, a process, or
a particular point of view form the perspective of those involved.
 Basic interpretive studies are more simplistic compared to other qualitative
approaches.
 They are not restricted to a particular phenomenon as in case studies.
 They do not seek to explain sociocultural aspects as in ethnography.
 They do not seek to enter the subject's conceptual world to explain the
"essence" as in phenomenology.
  They do not seek to define theory as in grounded theory research.
 They do not convey life stories through narrative analysis, delve into
history, or focus on analyzing content.
 These studies are, as the name implies, basic. They describe and attempt to
interpret experience.
 These studies are the most common qualitative studies and are used in a
variety of disciplines, including education.
 They may use a variety of data collection techniques, including interviews
and observations as well ass review documents.
 They may draw from diverse theoretical orientations.
Data analysis typically involves categorization and development of
patterns or themes, interpreted by the researcher through his or her own
disciplinary lens.

E. The Method of Basic Interpretive

To explore participant's experiences, the basic interpretive qualitative research

design and associated data collection method of interviewing were employed. The
basic interpretive method also guided the data analysis process to focus on gaining
an understanding of the data through the voices of the participants.

CHAPTER III

CONCLUSION

Research design refers to the basic structure of a research project,

the plan for carrying out an investigation focused on a research question
that is central to the concerns of a particular epistemic community. Basic
Interpretive Design is a research paradigm that is based on the assumption
 that social reality is not singular or objective, but is rather shaped by
human experiences and social contexts (ontology), and is therefore best
studied within its socio-historic context by reconciling the subjective
interpretations of its various participants (epistemology). There are several
interpretive theories/paradigms and research communities today. Denzin
and Lincoln discussed important interpretive theories and paradigms,
including ethnomethodology, phenomenology, positivist and postpositivist
models, constructivist–interpretive models, critical and
feminist–poststructural models. There are also some characteristics of
Basic Interpretive. To explore participant's experiences, the basic
interpretive qualitative research design and associated data collection
method of interviewing were employed. The basic interpretive method also
guided the data analysis process to focus on gaining an understanding of
the data through the voices of the participants.

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https://www.slideshare.net/jason2521/basic-interpretive-studies

(accessed on 28 February 2022)