DESCRIPTIVE QUALITATIVE

Subject : Metode Penelitian

Supporting lecturer: Prof. Dr. Idgham Kholid, M.Ag

Arranged by : Group 9
1.Desta Anisah Ramadhana 21110401146
2.Lisawati 2111040178
3.Mira Adjani Ramahdini 2111040185

RADEN INTAN STATE ISLAMIC UNIVERSITY OF LAMPUNG

FACULTY OF TARBIYAH AND TEACHER TRAINING
ENGLISH EDUCATION DEPARTMENT
2023
 FOREWARD
Assalamualaikum Wr.Wb.
All praise be to Allah SWT. who has given His favors and guidance,
especially the blessings of opportunity and health so that we can complete the paper
for the course “Metode Penelitian”. Sholawat and greetings are conveyed to our
great Prophet Muhammad SAW. who has provided life guidelines, namely the
Qur‟an and Sunnah for the safety of people in the world.
The author expresses his deepest gratitude to Prof. Dr. Idgham Kholid,
M.Ag as the supervisor of the Metode Penelitian course and to all parties who have
provided guidance and direction during the writing of this paper. The author realizes
that there are many shortcomings in the writing of this paper, therefore the author
expects constructive criticism and suggestions from readers for the
perfection of this paper.

Bandar Lampung, 12 November 2023

Author

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 TABLE OF CONTENT

FOREWARD ...................................................................................................................... i
CHAPTER 1
INTRODUCTION
A. Background of the paper ......................................................................................... 1
B. Problem Formulation ............................................................................................... 1
C.Purpose....................................................................................................................... 1
CHAPTER II
DISCUSSION
A. DESCRIPTIVE QUALITATIVE RESEARCH .................................................... 3
B. CHARACTERISTIC OF THE DESCRIPTIVE QUALITATIVE RESEARCH
........................................................................................................................................ 4
C. PURPOSE ................................................................................................................. 4
D. APPLICABILITY OF DESCRIPTIVE QUALITATIVE RESEARCH ............. 5
E. DATA COLLECTION METHODS USED IN DESCRIPTIVE
QUALITATIVE RESEARCH ..................................................................................... 5
F. STRENGTHS OF THE DESCRIPTIVE QUALITATIVE METHOD ............... 5
G. LIMITATIONS OF DESCRIPTIVE QUALITATIVE RESEARCH ................. 6
H. STEPS IN CONDUCTING DESCRIPTIVE QUALITATIVE RESEARCH .... 7
I. VALIDITY OF DATA .............................................................................................. 8
CHAPTER III
CLOSING
A.Conclusion.................................................................................................................. 9
REFERENCES ................................................................................................................ 10

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 CHAPTER 1

INTRODUCTION

A. Background of the paper

Qualitative research began to gain recognition in the 1970s. The phrase
“qualitative research” was until the marginalized as a discipline of anthropology or
sociology, and terms like ethnography, fieldwork, participant observation.
Based on Sugiyono (2010) who states that qualitative research is
descriptive. It means that collected data was in the form of words rather than
number. In addition, Gay (2006) who said that qualitative research is the collection,
analysis, and interpretation of comprehensive narrative and visual data in order to
gain insights into a particular phenomenon. In other hand, Bogdan & Biklen (1982)
who said that qualitative research is a research which investigates the quality of
relationships, activities, situations, or materials. Furthermore, the purpose of
qualitative research focused on promoting a deep understanding of a particular
phenomenon such, environment, a process, or even belief.

B. Problem Formulation
1.What is Descriptive Qualitative?
2.What are The Character of Descriptive Qualitative?
3.What are The Purpose of Descriptie Qualitative?
4.What are Applicability of Descriptive Qualitative?
5.What is The Data Collection Used In Descriptive Qualitative?
6.What are The Strenghts of The Descriptive Qualitative?
7.What are Limitations of Descriptive Qualitative?
8.What are Steps in Counducting Descriptive Qualitative?
9.What is Validity of Data in Descriptive Qualitative?

C.Purpose
1.To know what is Descriptive Qualitative
2.To know what are The Character of Descriptive Qualitative
3.To know what are The Purpose of Descriptie Qualitative
4.To know what are Applicability of Descriptive Qualitative

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5.To know what is The Data Collection Used In Descriptive Qualitative
6.To know what are The Strenghts of The Descriptive Qualitative
7.To know what are Limitations of Descriptive Qualitative
8.To know what are Steps in Counducting Descriptive Qualitative
9.To know what is Validity of Data in Descriptive Qualitative

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 CHAPTER II

DISCUSSION

A. DESCRIPTIVE QUALITATIVE RESEARCH

Qualitative research began to gain recognition in the 1970s. The phrase
“qualitative research” was marginalized as a discipline of anthropology or
sociology, and terms like ethnography, fieldwork, participant observation, and
Chicago school (sociology) were used instead.
Based on Sugiyono (2010) who states that qualitative research is
descriptive. It means that collected data was in the form of words rather than
number. In addition, Gay (2006) who said that qualitative research is the collection,
analysis, and interpretation of comprehensive narrative and visual data in order to
gain insights into a particular phenomenon. In other hand, Bogdan & Biklen (1982)
who said that qualitative research is a research which investigates the quality of
relationships, activities, situations, or materials. And also, Bogdan and Biklen
(1982) state that qualitative research is descriptive which the data is collected in the
form of words or pictures rather than numbers. Data in the form of quotes from
documents, field notes, interviews or excerpts from videotapes, audiotapes, or
electronic communications are used to present the findings of the study. Sheman
and Webb (1988) assume that qualitative research is concerned with meaning as
they appear to, or are achieved by persons in lived social situations.
According to Sukardi "descriptive research is a research method that seeks
to systematically describe the characteristics of objects to be examined properly".
(Sukardi, 2003). Sugiyono (2005) states that descriptive method is a method used
to describe or analyze the results of research but does not make broader conclusions.
Meanwhile, Nazir (1988) assumed the descriptive method is a method that
examines the status of human groups, an object, a set of conditions, a system of
thought, or a class event in the present. According to Whitney (1960), the
descriptive method is the search for facts with the right interpretation.
Lambert and Lambert (2012), state a qualitative descriptive design is a
viable and acceptable research design (p. 255). According to Moleong (2010: 6)
descriptive qualitative research is a study that explains to understand the
phenomenon of the subject of research, behavior, perception, motivation, action,
etc., holistically, and the way of describing the result in the form of words and
sentences. Based on Punch (1998:29) explanations qualitative research does not use
numerical data. He also states that the research question and method are more
general at the start and become more focused as the study progresses.
From the definition above we can define Qualitative research, a discipline
that emerged in the 1970s, as characterized by the collection, analysis, and
interpretation of narrative and visual data to gain insights into a particular
phenomenon. It is descriptive in nature, focusing on the quality of relationships,

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activities, situations, or materials. Descriptive research, on the other hand, is a
research method that seeks to systematically describe the characteristics of objects
to be examined properly. It examines the status of human groups, objects,
conditions, systems of thought, or class events in the present. A qualitative
descriptive design is a viable and acceptable research design, allowing researchers
to understand phenomena holistically and describe results in words and sentences.

B. CHARACTERISTIC OF THE DESCRIPTIVE QUALITATIVE

RESEARCH
Descriptive qualitative research is a method of research that is focused on
understanding a phenomenon by examining its characteristics and qualities. We
use this type of research when we want to explore a topic that has not been studied
in depth before, or when we want to gain a better understanding of a previously
studied topic but using a different perspective.
Descriptive qualitative research is a type of qualitative research that explores the
characteristics of a phenomenon, rather than explaining the underlying causes or
mechanisms.
It involves the collection and data analysis in the form of words, images, or other
non-numerical forms of information.

C. PURPOSE
The goal of qualitative descriptive research is a comprehensive
summarization, in everyday terms, of specific events experienced by individuals or
groups of individuals.
The purpose of qualitative research focused on promoting a deep
understanding of a particular phenomenon such, environment, a process, or even
belief. In this case, the writer collected, analyzed, and interpreted the data and then
described it. This method intended to describe everything related to the topic of the
research.
The purpose of this descriptive study is to make a description, description,
or painting systematically, factually and accurately of the facts, the characteristics
and the relationship between phenomena investigated.
The goal of descriptive qualitative research is to provide a rich and detailed
account of the phenomenon under study.

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D. APPLICABILITY OF DESCRIPTIVE QUALITATIVE RESEARCH
Researchers in various fields can use descriptive qualitative research,
including social sciences, education, psychology, health sciences, and business.
In social sciences, for example, descriptive qualitative research can be used to
explore social, cultural, or political issues, and to understand the perspectives and
experiences of marginalized or underrepresented groups.
In education, descriptive qualitative research can be used to explore teaching and
learning processes, student experiences, and educational practices.
In health sciences, descriptive qualitative research can be used to explore patients’
experiences with illness, healthcare providers’ experiences, and health policies.

E. DATA COLLECTION METHODS USED IN DESCRIPTIVE

QUALITATIVE RESEARCH
The data collection methods used in descriptive qualitative research can
vary. Typically, the method involves an observation or interaction with the
phenomenon being studied.
Examples include personal interviews of individuals who have experience or
knowledge of the phenomenon studied, focus group discussion, observing the
phenomenon in its natural setting, document analysis, or other forms of data
collection that apply to the phenomenon.
In conclusion, the Method of collecting data is the technique used by
researchers to collect data. The technique can be used through questionnaires,
interviews, observation, documentation, etc.

F. STRENGTHS OF THE DESCRIPTIVE QUALITATIVE METHOD

1. FLEXIBLE RESEARCH METHOD

One of the key strengths of descriptive qualitative research is its flexibility.

Flexibility means that the method can be used in a wide range of settings. It can be
adapted to suit the needs of the researcher and the specific research question being
investigated.
2. FEW AND EASILY OBTAINED RESOURCES

Descriptive qualitative research can be conducted using relatively few

resources, easily accessible, and can often be completed more quickly than other
types of research. These resources include the following:
a. research participants,
b. the researcher,

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 c. data collection tools like interviews, focus group discussions, observations,
or document analysis;
d. recording equipment, particularly audio or video recorders;
e. transcription software for easier and faster transcription; and
f. data analysis software like nVivo or ATLAS to facilitate analysis.

Despite these simple requirements, however, researchers must ensure that

ethical considerations are adequately complied with (e.g. informed consent,
confidentiality, privacy concerns, and data storage). Compared to quantitative
research, descriptive qualitative research can be time-consuming and resource-
intensive if the aim is to have a thorough and effective research outcome.

G. LIMITATIONS OF DESCRIPTIVE QUALITATIVE RESEARCH

• CAN BE TIME-CONSUMING

Compared to quantitative research, descriptive qualitative research can be time-

consuming and resource-intensive if the aim is to have a thorough and effective
research outcome.
• POTENTIAL FOR RESEARCHER BIAS

Because descriptive qualitative research often involves the interpretation of

data, researchers may inadvertently introduce their own biases into the analysis.
One researcher’s perspective may vary from another researcher’s viewpoint in
studying the same phenomenon.
The researcher’s bias can be minimized through careful data collection and analysis
techniques, but it is important for researchers to be aware of their own biases and
to mitigate their impact on the research.
• DOES NOT PROVIDE THE SAME LEVEL OF GENERALIZABILITY
AS QUANTITATIVE RESEARCH METHODS

Another limitation of descriptive qualitative research is that it may not provide

the same level of generalizability as quantitative research methods.
Because we often focus descriptive qualitative research on a specific phenomenon
or context, it may not be possible to generalize the findings to other contexts or
populations.
However, this does not mean that the findings are not valuable or informative.
Descriptive qualitative research can still be an important tool for understanding
specific phenomena and contexts.

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H. STEPS IN CONDUCTING DESCRIPTIVE QUALITATIVE
RESEARCH
In order to conduct descriptive qualitative research, researchers typically
follow a series of steps. I list them in the following section.
STEP 1. IDENTIFY THE RESEARCH QUESTION OR TOPIC OF INTEREST
The first step is to identify the research question or topic of interest.
Knowledge of the research agenda of an organization or institution where the
researcher belongs will be most helpful.
The question should focus on exploring the characteristics and qualities of a
phenomenon, rather than explaining its underlying causes or mechanisms.
STEP 2. DETERMINE THE DATA COLLECTION METHOD OR METHODS
TO USE
The next step is to determine the data collection methods that will be used.
This may involve interviewing, observations, or analyzing documents or other
forms of data. There should be a one-to-one correspondence between the research
questions and the method to use. Thus, preparing a matrix to match the research
question, method, and other parts of the research paper will facilitate and ensure
that the research objectives are met.
The data collection methods should be chosen based on their ability to provide rich
and detailed information about the phenomenon under study.
STEP 3. ANALYZE THE DATA COLLECTED
Once the data has been collected, the next step is to analyze it. Analysis may
involve coding the data into categories or themes or using other analytical
techniques to identify patterns and relationships within the data.
The goal of the analysis is to develop a rich and detailed understanding of the
phenomenon under study. Doing so allows researchers to develop further research
questions or inform policy or practice.
STEP 4. DISSEMINATE THE FINDINGS
Finally, the results of the descriptive qualitative research should be
communicated to others. This may involve writing a report, presenting the findings
at a conference, or publishing the research in a peer-reviewed journal. Other
researchers can build on the findings.
In communicating the results, it is important to provide a clear and detailed account
of the phenomenon under study and to contextualize the findings within the broader
literature on the topic.

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I. VALIDITY OF DATA
The validity of the data is needed in qualitative research. The use of validity
in qualitative research is defined as the degree of confidence in the data from the
study conducted by the Researcher and it can help the Researcher to check the data
analysis in order to reduce the Researcher's biases and prejudices. In this research.
Triangulation is a technique that utilizes data validity checking something
else. According to Martens, triangulation includes checking info that has been
collected from completely different sources or strategies for consistency of proof
across sources of data. For example, multiple strategies like interviews,
observation, and documentation is used, and data is wanted from multiple sources
exploiting a similar methodology.
In addition, Denzin and Lincoln propose that the triangulation technique is
divided into four types: data triangulation, investigator triangulation, theory
triangulation, and methodological triangulation. To make these types of
triangulation clear, here an explanation of them:
1. Triangulation data
In triangulation of data comprises in various sources of data are collected.
The variety of sources can refer to time, space, and person.
2. Investigator triangulation
In investigator triangulation involves multiple Researchers in an
investigation to check the same data. This type of triangulation helps to moderate
and understand the observer's prejudice. As the example, two or more Researcher
might analyze the open response question of questionnaire, then they will make
conclusion based on the data from what they were got.
3. Theory of triangulation
Triangulation theory involves using more than one theoretical scheme in the
interpretation of the phenomenon. For instance, in analyzing the error analysis to
the point of view is by interviewing.
4. Methodological triangulation
In this type of triangulation, it involves using more than one option to gather
data. As the example, in collecting the data by using different methods, the
Researcher can use questionnaires, and documents, interviews, observations.
Based on the explanation above, triangulation is the way to check the validity of the
data and give a proof about the data validation.

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 CHAPTER III

CLOSING
A.Conclusion
Qualitative research is a discipline that emerged in the 1970s, as
characterized by the collection, analysis, and interpretation of narrative and visual
data to gain insights into a particular phenomenon. It is descriptive in nature,
focusing on the quality of relationships, activities, situations, or materials.
Descriptive research, on the other hand, is a research method that seeks to
systematically describe the characteristics of objects to be examined properly. It
examines the status of human groups, objects, conditions, systems of thought, or
class events in the present. A qualitative descriptive design is a viable and
acceptable research design, allowing researchers to understand phenomena
holistically and describe results in words and sentences.

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 REFERENCES
Lambert, A Vickie. “Qualitative Descriptive Research: An Acceptable Design.”
Pacific Rim International Journal of Nursing Research 16, no. 4 (2012):
255-256.
Irawan,dede. "An Analysis of the Use of Code Switching in the Students'
Conversation." Journal of English Language Teaching,English Education
Department, Wiralodra University, Indramayu. 6, no. 2 (2022). 62-66
Regoniel, patrick. "Exploring Phenomena: A Brief Guide to Conducting
Descriptive Qualitative Research, '' Simply educate.me, 2023,
https://simplyeducate.me/2023/04/10/descriptive-qualitative-
research/#:~:text=Descriptive%20qualitative%20research%20is%20a%20t
ype%20of%20qualitative%20research%20that,non%2Dnumerical%20for
ms%20of%20information

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