All Resumes of All Qualitative Materials

Name: Taufik Hidayat

NIM: 2130104073
CLASS: TBI 4-C
Subject: Qualitative Research in ELT

A. Consept of Qualitative Research (Kel. 1)

1. Definition and Concept of Qualitative Research:
Qualitative research is an approach to research that aims to understand and interpret
social phenomena and human experiences in-depth, using non-numerical data. It
focuses on exploring subjective meanings, cultural contexts, and the complexities of
individuals' perspectives. Qualitative research seeks to uncover the "how" and "why"
of human behavior and social phenomena.

2. Function of Qualitative Research:

The primary function of qualitative research is to provide detailed insights and
understanding of social phenomena. It helps researchers:
1) Explore Complex Phenomena: Qualitative research allows for an in-depth exploration
of complex social, cultural, and psychological phenomena. It uncovers the richness
and nuances of human experiences and behaviors.
2) Understand Subjective Perspectives: Qualitative research aims to capture
participants' subjective meanings, interpretations, and perspectives. It helps
researchers understand how individuals make sense of their world and the factors
that influence their beliefs and actions.
3) Generate Theory: Qualitative research often contributes to theory development.
Through the analysis of qualitative data, researchers identify patterns, themes, and
relationships, which can lead to the formulation of new theories or the refinement of
existing ones.
4) Inform Decision-Making: Qualitative research provides insights that inform decision-
making processes in various fields such as education, healthcare, social services, and
organizational settings. It helps stakeholders understand the needs, preferences, and
experiences of individuals and communities.

3. Characteristics of Qualitative Research:

1) In-depth Exploration: Qualitative research aims to gain a deep understanding of
social phenomena by delving into the intricacies of human experiences, behaviors,
and contexts.
2) Subjectivity and Interpretation: Qualitative research acknowledges the subjective
nature of human experiences and emphasizes the interpretation of data by the
researcher. It recognizes that multiple meanings and perspectives can emerge from
the data.
3) Contextual Understanding: Qualitative research emphasizes the importance of
studying phenomena in their natural contexts. It considers social, cultural, and
environmental factors that influence individuals' experiences and behaviors.
4) Flexible Design: Qualitative research is characterized by its flexible and iterative
design. Researchers can adapt their methods and approaches based on emerging
findings and new insights gained throughout the research process.
5) Non-Numerical Data: Qualitative research relies on non-numerical data, such as
interviews, observations, and textual analysis. It prioritizes the collection of rich,
descriptive data that captures participants' perspectives and experiences.
6) Sampling for Depth: Qualitative research often uses purposeful or theoretical
sampling to select participants who can provide rich information and diverse
perspectives relevant to the research question.
7) Rigor and Trustworthiness: Qualitative research emphasizes rigor through strategies
such as prolonged engagement, member checking, and triangulation. It aims to
ensure the trustworthiness and credibility of the research findings.

B. Method of A Qualitative Research (Kel. 3)

1. Theory CAR:
Theory CAR (Conceptualization, Action, and Reflection) is a framework used in
qualitative research to guide the research process. It emphasizes the iterative nature
of research and the interaction between conceptualization, action, and reflection. In
this framework, researchers continuously conceptualize their understanding of the
phenomenon, take action by collecting and analyzing data, and reflect on the
findings to refine their conceptualization. Theory CAR helps researchers develop a
deeper understanding of the research topic and refine their theories or conceptual
frameworks based on empirical evidence.

2. Ethnomethodology:
Ethnomethodology is a sociological approach that focuses on how people create and
maintain social order through everyday interactions. It explores the methods and
practices individuals use to make sense of their social world. Ethnomethodologists
examine the taken-for-granted assumptions and social norms that underlie social
interactions. Ethnomethodological research involves detailed analysis of naturally
occurring social interactions, aiming to uncover the underlying social order and the
methods individuals employ to produce that order.
3. Biographical Study in Qualitative Research:
Biographical study is a qualitative research approach that focuses on understanding
individuals' life stories and personal experiences. It involves collecting and analyzing
rich narratives of individuals' lives, including their upbringing, significant events,
relationships, and personal growth. Biographical studies often employ in-depth
interviews and document analysis to gather data. The analysis focuses on identifying
themes and patterns in the life stories, exploring the individual's subjective
experiences and the broader societal influences on their lives. Biographical studies
provide insights into the complex interplay between personal experiences, social
structures, and historical contexts.

4. Historical Social Science of Method of A Qualitative Research:

The historical social science method in qualitative research involves examining
historical contexts, events, and processes to understand social phenomena. It
combines qualitative research methods with historical analysis to explore how social
phenomena have evolved over time. Researchers using this approach examine
historical documents, texts, and archives, and may conduct interviews with
individuals who have experienced or witnessed historical events. The historical social
science method allows for an in-depth exploration of the social, political, cultural,
and economic factors that have shaped social phenomena. It provides a historical
perspective and a deeper understanding of the long-term influences and dynamics at
play in the research topic.

C. Qualitative Research Problems (Kel. 4)

1. Topic Selection Problem in Qualitative Research:
The topic selection problem in qualitative research refers to the challenge of
identifying a research topic that is relevant, significant, and aligns with the
researcher's interests and expertise. Researchers need to consider various factors
such as the research gaps in the existing literature, societal relevance, feasibility, and
their own motivations and capabilities when selecting a research topic. The topic
selection problem requires careful consideration and exploration to ensure that the
chosen topic has the potential to contribute to knowledge and address important
research questions.

2. Problem Formulation in Qualitative Research:

Problem formulation in qualitative research involves clearly defining the research
problem or the specific issue that the study aims to address. It includes identifying
the gaps, controversies, or areas of limited understanding in the existing literature.
Problem formulation helps researchers establish the purpose and rationale of their
study and sets the direction for the research process. It involves reviewing relevant
 literature, identifying the key concepts or variables, and articulating the specific
research questions or objectives that will guide the study.

3. Research Focus in Qualitative Research:

Research focus in qualitative research refers to the central theme or aspect of the
research that the study aims to explore or investigate. It involves narrowing down the
scope of the research and determining the key areas of inquiry. The research focus is
derived from the problem formulation and helps researchers concentrate their
efforts on specific aspects of the research topic. It provides a clear direction for data
collection, analysis, and interpretation, ensuring that the study remains focused and
coherent.

4. Research Question in Qualitative Research:

Research questions in qualitative research are the specific queries that guide the
study and shape the data collection and analysis process. They are typically open-
ended and exploratory, aiming to understand the complexities, meanings, and
experiences surrounding the research topic. Research questions in qualitative
research focus on understanding "how" and "why" phenomena occur, exploring
subjective perspectives, and uncovering new insights. They provide a framework for
data collection, analysis, and interpretation, allowing researchers to systematically
explore and answer the research problem.

D. CHECKING DATA TRUSTWORTHINESS (Kel. 8)

1. Credibility in Qualitative Research:
Credibility is a key criterion in evaluating the quality of qualitative research. It refers to
the extent to which the data, findings, and conclusions of a study are reliable and
trustworthy. Achieving credibility involves demonstrating that the research process was
systematic, transparent, and rigorous, ensuring that the data accurately represent the
perspectives and experiences of the participants. One method to enhance credibility is
through triangulation, which involves using multiple sources of data or methods to
establish identifiable patterns. This includes methodological triangulation (using different
data collection or analysis methods), data triangulation (using multiple types of data),
investigator triangulation (involving multiple researchers for comparative analysis),
theoretical triangulation (using multiple theoretical perspectives), and environmental
triangulation (studying the phenomenon in different contexts). Member checking is
another strategy to promote credibility. It involves involving research participants in
verifying the accuracy of researchers' interpretations or providing feedback on the
research findings. Peer debriefing, where researchers seek feedback from colleagues or
coresearchers, can also contribute to credibility by providing external perspectives.
Prolonged engagement is important in qualitative research, as it allows researchers to
immerse themselves in the research context and develop deep familiarity with recurring
instances and events. Reflexive self-analysis, through daily jottings in research logs, helps
researchers question their own findings and avoid introducing personal biases or
evaluative comments into the analysis.
2. Dependability in Qualitative Research:
Dependability in qualitative research is a measure of the extent to which a study's
findings would remain consistent if repeated by another researcher under similar
conditions. It is related to the reliability of the research and focuses on the stability of
the data over time and the conditions of the study. To ensure dependability, researchers
employ rigorous research processes. This includes using a detailed discussion guide or
set of tasks for data collection, asking open-ended questions to elicit unbiased
responses, making digital recordings of interviews or observations, conducting thorough
analysis of transcripts, and taking extensive notes. Similar to reliability in quantitative
research, dependability requires demonstrating the stability of the data. This can be
achieved through maintaining an audit trail, which consists of process logs documenting
all activities and decisions made during the study. Peer debriefings with colleagues can
also contribute to establishing dependability by providing an external perspective on the
research process. Dependability is demonstrated by showing that the research findings
remain consistent despite any changes that may occur within the research setting or
among the participants during data collection. It involves providing contextual
information about the methods used for data collection, analysis, and interpretation, so
that other researchers could potentially replicate the study and obtain consistent results.
One way to examine the dependability of a qualitative study is through an inquiry audit,
which involves an external person reviewing the research process. Another approach is
to establish screening parameters to ensure research dependability.

3. Transferability in Qualitative Research:

Transferability in qualitative research refers to the extent to which the findings of a study
can be applicable or useful to individuals in other settings or contexts. Unlike statistical
generalization in quantitative research, transferability relies on readers to determine the
applicability of the findings to their own situations. Qualitative researchers focus on the
experiences and perspectives of the informants without claiming that their findings
represent everyone's story. To support transferability, researchers provide a rich and
detailed description of the research context, location, and participants. They are
transparent about the analysis process and the measures taken to establish
trustworthiness. Establishing transferability involves providing readers with evidence
that the findings of the research study can be applied to other contexts, situations,
times, and populations. However, researchers cannot definitively prove the applicability
of the findings. Thick description is a method used to demonstrate transferability in
qualitative research. It involves providing comprehensive details about the research site,
participants, and the methods or procedures used for data collection. This allows other
researchers to evaluate the potential applicability of the findings in their own situations.
While transferability cannot be proven with absolute certainty, researchers can
demonstrate that it is highly likely by providing sufficient evidence and a thorough
description of the research process. This strengthens the trustworthiness of qualitative
research and enhances its value for informing decision-making in various contexts.

4. Confirmability in Qualitative Research:

Confirmability in qualitative research refers to the degree to which the outcomes and
findings of a study can be confirmed or corroborated by others. It is the qualitative
researcher's equivalent concern to objectivity in quantitative research. Confirmability
acknowledges that each investigator brings a unique perspective to the study. To
enhance confirmability, researchers can employ various techniques. They can document
the procedures for checking and rechecking the data throughout the research process.
Another researcher can play a "devil's advocate" role to critically examine the outcomes,
and this process can be documented. The researcher can actively search for and describe
any instances that contradict or challenge previous findings. Additionally, conducting a
data audit after the study can evaluate the data collection and analysis procedures for
potential biases or distortions. Auditability is a key aspect of establishing confirmability.
It involves an external auditor following the natural progression of events in the research
project to understand how and why decisions were made. Auditability implies that
another investigator, given the same data and research context, could arrive at similar
findings. The audit encompasses the entire research process, including the product, data,
findings, interpretations, and recommendations. Lincoln and Guba identify six groups of
records that can be part of the audit, such as raw data, data analysis products, process
notes, and instrument development information. Triangulation, which involves using
multiple methods, data sources, and theoretical perspectives, is another technique that
strengthens confirmability. Having a team of researchers experienced in qualitative
methods can also enhance neutrality compared to relying on a single researcher.
Reflexive analysis is valuable in ensuring that the researcher is aware of their influence
on the data and can mitigate any potential biases. By employing these techniques and
promoting confirmability, qualitative researchers enhance the credibility and
trustworthiness of their findings, ensuring that others can corroborate and verify the
outcomes of the study.

E. Method of A Qualitative Research (Kel. 2)

1. Case Study
A case study is another example of qualitative research that involves a
comprehensive examination of a particular subject, person, or event. This method is
used to obtain in-depth data and complete knowledge of the subject. The data is
collected from various sources like interviews and observation to supplement the
conclusion. The case study method has evolved over the past few years and
 developed into a valuable qual research method. As the name suggests it is used for
explaining an organization or an entity.
2. Phenomenology
Phenomenology is another qualitative research example that describes how an
individual experiences or feels about a particular event. It also explores the
experience of a specific event in a community. Here, the researcher interviews
people who have experienced a particular event to find similarities between their
experiences. The researcher can also record what they learn from the target
audience to maintain the credibility of the data.
Although this qualitative technique depends majorly on interviews, other data
collection methods like observation, interviews, and survey questionnaires are also
used to supplement the findings. The application of this method is found in
psychology, philosophy, and education.
3. Ethnography
Ethnography Is a branch of anthropology to analyze the culture of a nation or society
in its natural environment over a long period of time in collecting main data,
observational data, and interviews. The purpose of the analysis is to understand a
view of life from the perspective of the indigenous people. This research was
conducted with observation, long enough observations of a group, tribe/ community,
to find the meaning of each behavior, the language of interaction/ something related
to the community itself.
4. Grounded Theory
Grounded theory (GT) is a research method concerned with the generation of theory,
which is ‘grounded’ in data that has been systematically collected and analyzed. It is
used to uncover such things as social relationships and behaviors of groups, known
as social processes. It was developed in California, USA by Glaser and Strauss during
their study—‘Awareness of Dying’. It is a general methodology for developing theory
that is grounded in data which is systematically gathered and analyzed.

F. SOCIAL SITUATIONS AND SAMPLING TECHNIQUES PAPER (Kel. 5)

1. A. Social SituationBased on Hengki Wijaya (2018: 9-10) in qualitative research,
researchers enter certain social situations. The social situation consists of three
elements, namely: place, actors, and activities that interact synergistically. The
social situation, can be at home with family and their activities, or people on
street corners chatting, or at work, in cities, villages, in schools or areas of a
country. The social situation can be stated as the object of the researcher who
wants to understand more deeply what happens in it . In this social situation or
object of research the researcher can observe in depth the activities of the
people (actors) in a certain place (place).
 2. Sampling Technique
Based on Almasdi Syahza (2021: 45) sampling technique is a way of
taking samples or sample to be studied. In the context of qualitative research
based on Farida Nugrahani (2014: 100) sampling in research qualitative use
of internal sampling techniques, because the sample taken not for
generalization purposes. Samples were sampled for interests represent the
information. Equipment and the depth of information is not determined by
the number of sources the data, but the representativeness of the
information. On context certain, a small number of informants can provide
more complete and correct or accurate information than the number of
informants who are more but less knowledgeable and understand the
information that is actually being extracted. This is in accordance with the
sampling character qualitative research that is internal and leads to possible
theoretical generalizations
3. Research Informants
Based on Farida Nugrahani (2014: 111-112) the position of the informant as a
source of research data is very important important role as an individual who has
information. The informant is not just giving a response to questions asked, but
also choose directions and tastes in presenting the information it has.Because of
that to deal with informant it requires a flexible, open, and critical attitude from
internal researchers understand a variety of important, impactful information
directly on research quality. To get information about the problem reviewed, and
suggestions about other sources of supporting evidence research, researchers
can determine key informants, but it can also take advantage of informants
addition. So that the information obtained is more complete and diverse, sources
can be selected in their positions with a variety of different roles, which allows
access the information held in accordance with the needs of research.

G. INSTRUMENTS AND TECHNIQUES OF COLLECTING DATA (Kel. 6)

1. Research Instrument
According to Suharsimi, research instruments are tools selected and used by researchers in
conducting their activities to collect data in a systematic and facilitated manner. Meanwhile,
according to (Sugiyono, 2017), research instruments are tools selected and used by
researchers in conducting their activities to collect data in a systematic and facilitated
manner. So, it is clear that research instruments are tools to facilitate the data collection
process. In conducting qualitative research, we know that the depth of data is paramount. To
reach deeper data, a researcher needs tools that can facilitate the data collection process,
either used by themselves or respondents.
 2. Data Collection
Qualitative data collection is gathering non-numerical information, such as words, images,ِ
andِ observations,ِ toِ understandِ individuals’ِ attitudes,ِ behaviors,ِ beliefs,ِ andِ motivations in
a specific context. It is an approach used in qualitative research. It seeks to understand social
phenomena through in-depth exploration and analysis of people’sِperspectives, experiences,
and narratives. The data collected through qualitative methods are often subjective, open-
ended, and unstructured and can provide a rich and nuanced understanding of complex
social phenomena
3. Data Presentation (Field Notes)
In short, fieldnotes are written notes taken during observation or interviews in detail for
qualitative research. If the fieldnotes are detailed, they can be used for further research
purposes.

 Descriptive notes are written accounts of observations or experiences that focus on the
details of what happened. These notes aim to capture the objective facts of an event,
situation, or phenomenon, and may include information such as the date, time, location,
people involved, and actions taken.
 Reflective notes, on the other hand, are written accounts that focus on the personal
thoughts, feelings, and reactions of the writer. These notes aim to capture the subjective
experience of an event or situation, and may include the writer's opinions, insights,
questions, and reflections. Reflective notes can be used to explore one's own thoughts and
feelings about a particular experience, and to gain deeper understanding and insight into
oneself and the world around us.

H. QUALITATIVE DATA ANALYSIS : SPRADLEY MODEL PAPER (Kel. 7)

1. The Ethnographic interview
There is still no consensus among social sciences scholars on how to define ethnographic
interview, covering all aspects required in this qualitative technique. However, according to
James Spradley, this type of interview is a kind of "speech event" to let people talk about
what they know. This technique requires an interviewer, an interviewed and a topic or issue
to interact through questions and answers. This particular way of ethnographic interview
unfolds makes difficult to place it in the range of qualitative techniques to gather
information. Some scholars consider it are a type of in-depth interview while others differ
from them arguing that it is different because of the way they are conducted through the
different steps, ranging from unstructured to structured interview (4, 6). In this analysis, we
acknowledge this technique as a particular type of qualitative interview that involves a set of
steps and that it can take one or more characteristics according to Patton's classification.
 2. James Spradley’s Research Sequence Method
Spradley's approach encompasses the scientific processes of meeting people and groups and
getting to know them during a period of time by means of observation people in their
natural setting, and interviews as the main techniques to collecting data. This strategy
establish four fundamental tasks to process the information gathered in the interviews,
namely: "Establishment of domains", "Taxonomy" "Components" and "Themes"