Weitere ähnliche Inhalte Ähnlich wie PDU 202 Qualitative Research Method: Data Collection (20) Mehr von Agatha N. Ardhiati (17) Kürzlich hochgeladen (20) PDU 202 Qualitative Research Method: Data Collection2. QUALITATIVE
DATA COLLECTION
ONE DAY OBJECTIVES:
Mahasiswa mampu:
• Mahasiswa memahami metode pengumpulan data kualitatif
• Mahasiswa mampu membedakan masing-masing metode pengumpulan data kualitatif dikaitkan
dengan tujuan penelitiannya
4. WHAT ARE DATA?
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6. WHAT ARE DATA?
“data” are the
smallest or lowest
entities or recorded
elements resulting
from some
experience,
observation,
experiment, or other
similar situation.
(Yin, 2011)
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7. Qualitative data collection
methods essentially provide
extensive, detailed and ‘rich’
data for later analysis.
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8. Qualitative data collection
methods essentially provide
extensive, detailed and ‘rich’
data for later analysis.
Qualitative data collection is not
necessarily followed by qualitative
data analysis. Qualitatively
collected data may be analysed,
sometimes, quantitatively.
(Howitt & Cramer, 2011)
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11. DATA COLLECTION METHODS
INTERVIEWING &
CONVERSING
OBSERVING
COLLECTING
FEELINGS
(Yin, 2011)
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ardhiati © 2014
12. DATA COLLECTION METHODS
INTERVIEWING &
CONVERSING
Language (verbal and body)
OBSERVING
People’s gestures; social interactions; actions; scenes and the physical
environment
COLLECTING
Contents of: personal documents, other printed materials, graphics,
archival records, and physical artifacts
FEELINGS
Sensations
(Yin, 2011)
PDU 202 METODE KUALITATIF
Fakultas Psikologi Universitas Katolik Indonesia Atma Jaya
ardhiati © 2014
13. DATA COLLECTION METHODS
INTERVIEWING &
CONVERSING
Language (verbal and body)
OBSERVING
People’s gestures; social interactions; actions; scenes and the physical
environment
COLLECTING
Contents of: personal documents, other printed materials, graphics,
archival records, and physical artifacts
FEELINGS
Sensations
(Yin, 2011)
PDU 202 METODE KUALITATIF
Fakultas Psikologi Universitas Katolik Indonesia Atma Jaya
ardhiati © 2014
14. INTERVIEWNG &
CONVERSING
researchers ask one or more participants general,
(open-ended) questions and record their answers;
involve an interaction between
an interviewer and a participant (or interviewee).
(Creswell, 2012; Yin, 2011)
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15. INTERVIEWNG &
CONVERSING
researchers ask one or more participants general,
(open-ended) questions and record their answers;
involve an interaction between
an interviewer and a participant (or interviewee).
STRUCTURED
QUALITATIVE/
IN-DEPTH
FOCUS
GROUPS
(Creswell, 2012; Yin, 2011)
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16. TYPES OF
INTERVIEWING
STRUCTURED INTERVIEWING
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carefully script the interaction between an interviewer and a participant:
• use a formal questionnaire
• formally adopt the role of an interviewer
• try to adopt the same consistent behavior
(Yin, 2011)
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17. TYPES OF
INTERVIEWING
QUALITATIVE/IN-DEPTH INTERVIEWING
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the relationship between the researcher and the participant is not strictly scripted:
• no formal questionnaire
➔ the specifically verbalized questions will differ according to the context and setting
• does not try to adopt any uniform behavior
➔ follows a conversational mode
• open- rather than closed-ended questions
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(Yin, 2011)
ardhiati © 2014
19. TYPES OF
INTERVIEWING
QUALITATIVE/IN-DEPTH INTERVIEWING
A FEW HINTS TO DO A QUALITATIVE/IN-DEPTH INTERVIEWING:
1. SPEAKING IN MODEST AMOUNTS
•
•
•
speak less than the other person—much less, find ways of querying
others that will lead to extended dialogues on their part;
avoid asking multiple questions that are embedded in the same
sentence, or alternatively asking multiple questions on top of each
other without giving the other person a chance to respond to
the first question;
master the use of probes and follow-up questions, must be an
active and intelligent conversant.
(Yin, 2011)
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20. TYPES OF
INTERVIEWING
QUALITATIVE/IN-DEPTH INTERVIEWING
A FEW HINTS TO DO A QUALITATIVE/IN-DEPTH INTERVIEWING:
2. BEING NONDIRECTIVE
•
•
•
let participants vocalize their own priorities as part of their own way of
describing the world as they perceive it;
set the boundaries for the conversation but nevertheless permit
the participant to color it;
infer the importance a participant assigns to a topic by listening
for its first mention.
(Yin, 2011)
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21. TYPES OF
INTERVIEWING
QUALITATIVE/IN-DEPTH INTERVIEWING
A FEW HINTS TO DO A QUALITATIVE/IN-DEPTH INTERVIEWING:
3. STAYING NEUTRAL
•
the researcher’s entire presentation of self during the conversing process
needs to be carefully cast in a neutral manner.
(Yin, 2011)
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22. TYPES OF
INTERVIEWING
QUALITATIVE/IN-DEPTH INTERVIEWING
A FEW HINTS TO DO A QUALITATIVE/IN-DEPTH INTERVIEWING:
4. MAINTAINING RAPPORT
•
maintain good rapport with the participant, avoid conversations that
might do harm to the other person.
(Yin, 2011)
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23. TYPES OF
INTERVIEWING
QUALITATIVE/IN-DEPTH INTERVIEWING
A FEW HINTS TO DO A QUALITATIVE/IN-DEPTH INTERVIEWING:
5. USING AN INTERVIEW PROTOCOL
•
•
•
the protocol should substantively reflect the broader study protocol
that might exist, but the interview protocol itself will be modest
in size;
usually contains a small subset of topics—those that are
considered relevant to a given interview, represents the
researcher’s mental framework;
an interview protocol therefore produces a “guided conversation,”
with the protocol serving as a conversational guide.
(Yin, 2011)
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24. TYPES OF
INTERVIEWING
QUALITATIVE/IN-DEPTH INTERVIEWING
A FEW HINTS TO DO A QUALITATIVE/IN-DEPTH INTERVIEWING:
6. ANALYZING WHEN INTERVIEWING
•
data collection is constantly accompanied by analysis; decide when to
probe for more detail, when to shift topics, and when to modify the
original protocol or agenda to accommodate new revelations.
(Yin, 2011)
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25. TYPES OF
INTERVIEWING
STRUCTURED INTERVIEWING
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QUALITATIVE INTERVIEWING
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(Howitt & Cramer, 2011)
ardhiati © 2014
26. TYPES OF
INTERVIEWING
STRUCTURED INTERVIEWING
QUALITATIVE INTERVIEWING
• the researcher has highly specific and wellformulated questions that require answers
• the researcher has a less clear agenda in
terms of content and the agenda is less
clearly researcherled
• the research addresses concerns that
emerge from the status of the researcher
– which has research-based knowledge and
theory as part of the components
• the research normally is led in part by the
agenda of concerns as felt by the
participant
• participants are ‘forced’ to stick to the
point and there is little or no scope for them
to express idiosyncratic points of view
• the researcher is looking for rich and
detailed answers which result in extensive
and labour-intensive coding processes
• inflexible
• flexible
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(Howitt & Cramer, 2011)
ardhiati © 2014
27. TYPES OF
INTERVIEWING
FOCUS GROUP INTERVIEWING
image sjsu.edu
(Yin, 2011)
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28. TYPES OF
INTERVIEWING
FOCUS GROUP INTERVIEWING
image sjsu.edu
group interviews are desirable when the researcher suspects that people may
more readily express themselves when they are part of a group than when they
are the target of a solo interview with the researcher.
➔ somewhat different from FOCUS GROUP DISCUSSION.
(Yin, 2011)
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29. DATA COLLECTION METHODS
INTERVIEWING &
CONVERSING
Language (verbal and body)
OBSERVING
People’s gestures; social interactions; actions; scenes and the physical
environment
COLLECTING
Contents of: personal documents, other printed materials, graphics,
archival records, and physical artifacts
FEELINGS
Sensations
(Yin, 2011)
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30. observing
the observations are a form of primary data
and the researcher is completely passive;
the process of gathering open-ended, firsthand information by
observing people and places at a research site.
(Creswell, 2012; Yin, 2011)
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31. observing
the observations are a form of primary data
and the researcher is completely passive;
the process of gathering open-ended, firsthand information by
observing people and places at a research site.
PARTICIPANT
NONPARTICIPANT
CHANGING
ROLES
(Creswell, 2012; Yin, 2011)
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32. OBSERVATIONAL ROLES IN
OBSERVing
PARTICIPANT OBSERVER
image janneinosaka.blogspot.com
• the researcher takes part in activities in the setting they observe;
• the researcher assumes the role of an “inside” observer who actually engages in activities at
the study site.
(Creswell, 2012)
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33. OBSERVATIONAL ROLES IN
OBSERVing
NONPARTICIPANT OBSERVER
image inc.com
• the researchers visit a site and record notes without becoming involved in the activities of
the participants;
• the researcher is an “outsider” who sits on the periphery or some advantageous place (e.g.,
the back of the classroom) to watch and record the phenomenon under study.
(Creswell, 2012)
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34. OBSERVATIONAL ROLES IN
OBSERVing
changing role
image smallfox-photos.webs.com
• the researcher adapts their role to the situation;
• for example, the researcher might first enters a site and observes as a nonparticipant, simply
needing to “look around” in the early phases of research, then he slowly becomes involved
as a participant.
(Creswell, 2012)
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35. OBSERVING
WHEN, WHERE, & WHAT TO OBSERVE
(Yin, 2011)
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36. OBSERVING
WHEN, WHERE, & WHAT TO OBSERVE
(Yin, 2011)
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37. OBSERVING
WHEN, WHERE, & WHAT TO OBSERVE
REPRESENTATIVENESS!
Most qualitative research will not be based solely on his
making observations at a single, fixed location; the
researcher is likely to locate himself in some field setting
that is fluid in time and space; The researcher may not has
a strict rationale for making the decisions, but he needs
to be aware of their consequences.
(Yin, 2011)
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ardhiati © 2014
38. OBSERVING
WHEN, WHERE, & WHAT TO OBSERVE
REPRESENTATIVENESS!
Most qualitative research will not be based solely on his
making observations at a single, fixed location; the
researcher is likely to locate himself in some field setting
that is fluid in time and space; The researcher may not has
a strict rationale for making the decisions, but he needs
to be aware of their consequences.
CONSIDER THIS:
• Record the observational times and locations,
make a summary notation of the type of event (or nonevent)
that seems to be taking place;
• Make the observations on multiple occasions;
• Discuss the choices and their possible consequences as part of the researcher’s personal journal.
(Yin, 2011)
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39. OBSERVING
WHEN, WHERE, & WHAT TO OBSERVE
• The characteristics of individual people, including their dress,
gestures, and nonverbal behavior;
• The interactions between or among people;
• The “actions” taking place, whether human or mechanical; and
• The physical surroundings, including visual and audio cues.
(Yin, 2011)
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ardhiati © 2014
40. DATA COLLECTION METHODS
INTERVIEWING &
CONVERSING
Language (verbal and body)
OBSERVING
People’s gestures; social interactions; actions; scenes and the physical
environment
COLLECTING
Contents of: personal documents, other printed materials, graphics,
archival records, and physical artifacts
FEELINGS
Sensations
(Yin, 2011)
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41. COLLECTING
public and private records that qualitative researchers obtain
about a site or participants in a study, and they can include
newspapers, minutes of meetings, personal journals, and letters;
the compiling or accumulating of objects (documents, artifacts,
and archival records) related to the study topic.
(Creswell, 2012; Yin, 2011)
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42. COLLECTING
THE TACTICS
1. get an initial idea of the full array of any type of object to
be collected, such as the numerosity and scope of the
available documents, or the size and range of an archive
of statistical data
➔ decide whether you need to collect the entire array or
whether a sample will do
2. immediately review the resulting data, consider how
the collected material is likely to fit the rest of your study
(Creswell, 2012; Yin, 2011)
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ardhiati © 2014
43. DATA COLLECTION METHODS
INTERVIEWING &
CONVERSING
Language (verbal and body)
OBSERVING
People’s gestures; social interactions; actions; scenes and the physical
environment
COLLECTING
Contents of: personal documents, other printed materials, graphics,
archival records, and physical artifacts
FEELINGS
Sensations
(Yin, 2011)
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44. FEELINGS
feelings as covering a variety of traits within the researcher’s
that are potentially important in his research
and that he should not ignore.
(Yin, 2011)
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45. FEELINGS
DIFFERENT “FORMS” OF FEELINGS
(Yin, 2011)
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46. FEELINGS
DIFFERENT “FORMS” OF FEELINGS
• explicit data about the environment (e.g., warmth/coldness,
noisiness/quiet, or the temporal pace of a place)
➔ use a mechanical instrument
(Yin, 2011)
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47. FEELINGS
DIFFERENT “FORMS” OF FEELINGS
• explicit data about the environment (e.g., warmth/coldness,
noisiness/quiet, or the temporal pace of a place)
➔ use a mechanical instrument
• data about other people (e.g., feeling that someone is
dependent/rebellious in a work setting, that two people are
distant/close, or that a group works congenially/disruptively)
➔ corroboration or rejection by triangulating with other data
(Yin, 2011)
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48. FEELINGS
DIFFERENT “FORMS” OF FEELINGS
• explicit data about the environment (e.g., warmth/coldness,
noisiness/quiet, or the temporal pace of a place)
➔ use a mechanical instrument
• data about other people (e.g., feeling that someone is
dependent/rebellious in a work setting, that two people are
distant/close, or that a group works congenially/disruptively)
➔ corroboration or rejection by triangulating with other data
• the intuitions or “gut feelings” about a situation; such feelings
are not limited to any single sensation and cannot always be explained
➔ corroborated (or challenged) by other data
(Yin, 2011)
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51. CERTAIN PRACTICES
1. BEING A GOOD “LISTENER”
• the term listening refers to its figurative, not literal,
meaning, and therefore to a desired way of attending
to your surroundings.
• ranges from letting others do more of the talking
to being able to “listen between the lines” during
a conversation, “read between the lines” when
interpreting a document or written message.
(Yin, 2011)
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52. CERTAIN PRACTICES
2. BEING INQUISITIVE
• being a good “listener” but also being inquisitive at the
same time;
• as the researcher listens or observes, he also should be
thinking about the meaning of what he hears or sees, and
this should lead to additional questions.
(Yin, 2011)
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53. CERTAIN PRACTICES
3. BEING SENSITIVE IN MANAGING TIME
• find ways of learning about others’ time restrictions
or preferences and cater to them, respecting these
time restrictions or preferences;
• be sensitive to the researcher’s own time restrictions
or preferences.
(Yin, 2011)
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54. CERTAIN PRACTICES
4. DISTINGUISHING BETWEEN FIRSTHAND, SECONDHAND, &
THIRHAND EVIDENCE
• “FIRSTHAND”: What the researcher hears with his own
ears or see with his own eyes, which would give the greatest
credibility to his primary evidence;
• “SECONDHAND”: What someone’s writing about
events, what a participant tells about something that has
happened, need to be filtered;
• “THIRDHAND”: What someone tells (first filter) what she or
he has heard another person say (second filter) about some
event (the actual behavior you are wanting to learn about),
including a news article that is quoting another person speaking
about an event, also need to be filtered.
(Yin, 2011)
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55. CERTAIN PRACTICES
5. TRIANGULATING EVIDENCE FROM MULTIPLE SOURCES
• to determine whether data from two or more sources
converge or lead to the same finding (strengthening
the validity of a study); the more that the researcher
can shows such convergence, especially on key
findings, the stronger the evidence.
• the role of triangulation carries great importance in
doing qualitative research, something that helps to keep
the researcher’s eyes and ears open for corroborating or
conflicting ideas or data.
(Yin, 2011)
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56. WANT TO KNOW MORE?
Creswell, J. (2012). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research (4th ed.). Boston: Pearson
Education, Inc.
Howitt, D. & Cramer, D. (2011). Introduction to research methods in
psychology (3rd ed.). Harlow, England: Pearson Education Limited.
Yin, R.K. (2011). Qualitative research from start to finish. Spring
Street, New York: The Guilford Press.