Research in English Language Teaching

Bambang Ruby S, NIM: 0203513037, Smester 1 PPs Unnes Pendidikan Bahasa Inggris (Kelas Khusus) 2013/2014

HANDOUT 2 Research in English Language Teaching

Activity 1 How the quantitative and qualitative approaches differ in their assumptions about facts Nunan (1992) argued that quantitative research is obtrusive and controlled, objective, generalisable, outcome oriented, and assumes the existence of fact which are somehow external to and independent of the observer or researcher. Qualitative research, assumes that all knowledge is relative, there is a subjective element to all knowledge and research, and that holistic, ungeneralisable studies are justifiable. Based on the explanation above, quantitative is the analysis of numerical data to describe and explain the facts. On the other hand, qualitative is the analysis of interpretation non numerical data to emphasize beliefs rather than facts. Which one of the approaches is referred to as ‘objective’ and why? Based on the figure 1.1 (terms commonly associated with quantitative and qualitative approaches to research), it is known that quantitative approach is referred to objective because:      

Removed from the data (outsider perspective) Ungrounded, verification-oriented, confirmatory, reductionist, inferential, and hypothetical deductive. Outcome oriented Reliable: ‘hard’ and replicable data generalisable: multiple case studies assume a stable reality. Controlled measurement Seeks causes of social phenomena

Which one is often termed ‘soft’ and for what reason? Nunan (1992) stated that in metaphorical terms, qualitative research is ‘soft’. From figure 1.1, it is known the reason why qualitative is soft. Those are:     

Close to the data: the insider perspective Grounded, discovery oriented, exploratory, expansionist, descriptive, and inductive. Process oriented Valid: real, rich, and deep data ungeneralisable: single case study assumes a dynamic reality. Concerned with understanding human behavior

The following list is associated with either quantitative or qualitative approach to research. Qualitative Subjective Grounded Naturalistic Holistic Inductive Process oriented Meaning

Quantitative Objective Measurement Controlled Generalizable Variable

Activity 2 Is the psychometric tradition qualitative or quantitative? Why? Chaudron (1988) stated that the psychometric tradition is the most quantitative in approach. It is because its method and instruments involve numerical measurement and statistical analysis and inference. Give examples of activities characterizing quantitative research? The quantitative research concerns with product outcomes, counting events and correlating them with others. It analyzes numerical data to explain, predict, and control phenomena. For example, I will use the quantitative approach when I want to know “Can the National Examination make Students’ Better in Learning English?” in this study, I need the participants (students), overview the data (the result of students’ Exam), and correlating the participants and the data using statistical approach to know the outcome.

Give examples of activities characterizing qualitative research? The qualitative research concerns with the process oriented, it involves naturalistic, uncontrolled, subjective, and analyze meanings. It analyzes and interprets data to gain insight of phenomena. For example, I will use the qualitative approach when I want to know “The Power of New Curriculum 2013 in the Globalization Era”. In this study, I will identify research topic, reviewing literature, selecting participants, collecting data, interpret and evaluate it to report the study. In what way do quantitative and qualitative approaches supplement each other? Provide examples Quantitative in the process of testing hypotheses needs qualitative conceptual considerations. While qualitative must be concerned about the result of description and categories. Example, I interested to analyze Students’ motivation in Learning English through active learning activities. In this study, I will collect quantitative survey data in the first phase and follow with the qualitative data in the second phase. My question in the first quantitative survey is “what are the factors that affect Students’ motivation in Learning English?” in the second phase, (qualitative) my research question is “how the students mention ‘active learning activities’ as an influencing factor according to their motivation in learning English.

Activity 3 Based on the different characteristics of quantitative and qualitative research presented in table 2 (Merriam, 1988:18) in which combination is possible and impossible? Possible combination: Allwright and Bailey (1991) argued that various combinations of quantitative and qualitative data collection and analysis are possible. The data can be quantified when an observer counts the frequency of certain behaviors. Any sort of measurement that yields numerical information generates quantitative data. Based on the explanation above, the quantitative data is needed to make clear the result of qualitative study, while the qualitative approach is used to follow up the result of numerical quantitative data.

Impossible combination: Merriam (1988) argued that two important aspects that differs the qualitative and quantitative are description and induction. Qualitative research is interested in process, meaning, and understanding. This type of research builds abstractions, concepts, hypotheses or theories rather than testing existing theory. On the other hand, quantitative is obtrusive, controlled, objective, and product oriented.

Based on the figure 3 (Allwright and Bailey, 1991:66) specify the methodological adjustment needed when qualitative data are to be analyzed quantitatively and vice versa Based on the figure 3, the model involves two intersecting continua, one for the type of data collected, and one for the type analytical procedures used in a study. Qualitative data, such as a set of diaries kept by learners, would typically be considered subjective. It can be analyzed by quantitative approach to see if there are any significant differences between groups of learners. Quantification has a similar appeal to objectively if we can count things then we can subject them to statistical analysis. It can be analyzed qualitatively to determine acceptable level of proficiency.