WRITING AS A SOCIAL INTERACTION

RAIFKAH RAMILAH M
AGUNG DWI SETIADI
AMINAH MAGANG
ERMA YULIANTI
SALSABILA NINGSIH
 CHAPTER I

INTRODUCTION

The term narrative comes from the verb "to narrate" or "to tell (a
s a story) in detail" (Ehrlich, Flexner, Carruth, & Hawkins, 1980,
p. 442). In narrative research designs, researchers describe the
lives of individuals, collect and tell stories about people’s lives, a
nnd write narratives of individual experiences (Connelly & Cland
inin, 1990). As a distinct form of qualitative research, a narrative
typically focuses on studying a single person, gathering data thr
ough the collection of stories, reporting individual experiences, a
nd discuss the meaning of those experiences for the individual.
 CHAPTER II
DISCUSSION
1. WHICH PROBLEM THAT CAN BE SOLVED
USING THE DISCUSSED RD?
Using narrative research when you have individuals willing
to tell their stories and you want to report their stories. For
educators looking for personal experiences in actual school
settings, narrative research offers practical, specific insights. By
conducting narrative studies, researchers establish a
close bond with the participants. This may help reduce a
commonly held perception by practitioners in the field that
research is distinct from practice and has little direct
application.
Additionally, for participants in a study, sharing their stories m
ay make them feel that their stories are important and
that they are heard. When they tell a story, it helps them unde
rstand topics that they need to process
2. WHICH APPROACH THAT APPROPRIATELY FIT
TO THE DISCUSSED RD ?

• You use narrative research when the stories told t

o you follow a chronology of events. Narrative res
earch is a literary form of qualitative research with
strong ties to literature, and it provides a qualitati
ve approach in which you can write in a persuasiv
e,literary form. It focuses on the microanalytic pict
ure—individual stories—rather than the broader p
icture of cultural norms, as in ethnography, or abs
tract theories, as in grounded theory research.
3. DO THE DISCUSSED RD USE HYPOTHESIS OR A
SSUMPTION TO SUPPORT THE SEEKING OF ANS
WER?

• This narrative research design uses hypothesis

to support the seeking of answerand both of t
hem are still used to support research results
which are also supported by a sequence of ev
ents from one's experience.
4. WHICH INSTRUMENTS THAT APPROPRIATELY F
IT TO THE DISCUSSED RD ?
• There are several types:
• a) Individual experience
• B)Chronology of experience.
• c) Collection of stories.
• d) Restorying
• e) Coding the theme.
• f) Context or setting.
• g) Collaboration.
5. HOW TO ASSESS THE VALIDITY AND RELIABILITY OF T
HE USED INSTRUMENT FOR THE DISCUSSED RD ?

• internally, reliability can be tested by analyzing

the consistency of items in the instrument wit
h internal consistency techniques. This is done
by trialling the instrument just once, then the
data obtained are analyzed using the split tech
nique of Spearman Brown, KR-20 or KR-21.
6. HOW TO DETERMINE THE SOURCE OF DATA F
OR THE DISCUSSED?

• When gathering stories, narrative researchers need to be cau

tious about the stories. Is the story authentic? The participan
t may “fake the data” ( Connelly & Clandinin,1990 ,p. 10), pro
viding a Pollyanna story or a story with a typical Hollywood e
nding, where the good guy or girl always wins. This distortion
of the data may occur in any research study, and it presents
an issue for narrative researchers in particular because they r
ely heavily on self-reported information from participants. Th
e collection of multiple field texts, the triangulation of data,
and member checking can help ensure that good data are col
lected. Participants may not be able to tell the real story.
7. HOW TO ANALYZE AND INTERPRET THE COLLE
CTED DATA FOR THE DISCUSSED RD ?

• It may also occur when individuals fear sanctions against them

if they report their story, such as in sexual harassment cases. T
he real story may also not emerge because individuals simply c
annot recall it—the story is buried too deeply in the subconsci
ous. It may also occur because individuals base their stories on
events that happened years ago, leading to early memories th
at may distort events and provide inventions of past actions (Li
eblich et al., 1998). Although distortion, fear of reprisal, and in
ability to tell may plague storytellers, narrative researchers re
mind us that stories are “truths of our experiences” ( Riessma
n, 1993 , p. 22) and that any story told has an element of truth
in it.
• Along with the potential problem of ownership is also the issue about w
hether the participant’s voice is lost in the final narrative report. For exa
mple, when restorying exists, it is possible for the report to refl ect the re
searcher’s story and not the participant’s story. Using extensive participa
nt quotes and the precise language of the participants, and carefully con
structing the time and place for the story, may help to ameliorate this pr
oblem. A related issue is whether the researcher gains in the study at the
expense of the participant. Careful attention to reciprocity or giving back
to participants, such as serving as a volunteer in a classroom or providing
an award for participating in the study, will maintain gains for both the re
searcher and the participant. A final issue is whether the story told has lo
ng-lasting negative implications for the participant
•  
 CHAPTER III
CONCLUSION

The term narrative comes from the verb "to narrate" or "to tell (as a story) in detail" (Ehrlich, Flexner, Carruth,
& Hawkins, 1980, p. The essence of this method is its ability to understand one's identity and world view by r
eferring to the stories (narratives) that he listens to or tells in his daily activities. This research is useful to solv
e a problem faced by someone so that we can find solutions from the story. Chronology of experience, Under
stand the individual's past as well as the present and future are one of the key elements in narrative researc
h. When researchers focus on understanding this experience, researchers obtain information about the past,
present, and future participant. Field tests can be represented by information from other sources collected by
researchers in narrative design. Researchers record rough/raw data by identifying elements key story. Resea
rchers retell by organizing keycodes into a series or sequence. Identification of themes provides the complexi
ty of a story and adds depth to explaining about understanding individual experiences. Researchers combine
themes- themes become sentences about individual stories or include them as a separate part of a study. Co
ntext or setting, Researchers describe in detail the setting or context in which individual experience is central
to the phenomenon. Instrument reliability testing can be done internally and externally (Sugiyono, 2010). Reli
ability is measured by the correlation coefficient between the first experiment and the next. If the correlation c
oefficient is positive and significant then the instrument has been declared reliable. It may also occur when in
dividuals fear sanctions against them if they report their stories, such as in sexual harassment cases. A relate
d issue is whether the researcher gains in the study at the expense of the participant.