CHAPTER I

INTRODUCTION

A. Background

In every study, every researcher must need theories related to the object to
be studied in his research. The theory used or obtained by researchers is a theory
that has proven its truth or in other words, the theory can be justified and from
reliable sources. Therefore in every research reference or what we often refer to as
a bibliography is highly recommended even required. Why? Because anything
that we have made a reference must be relevant and accurate to the situation or list
of references that we take.

The research usually begins with ideas or concepts and concepts that are
linked to each other through hypotheses about the expected relationship. The ideas
and concepts for research can be sourced from the researchers' own ideas and can
also be sourced from a number of knowledge collections of previous work that we
know also as literature or literature. We then make this literature or literature as a
reference or theoretical basis for research.

Search or search for relevant libraries should also be carried out before the
research activities or implementation is running. Literature or literature that is
used as a basis in the study of this theory will have meaning in considering the
scope of the research being carried out. This literature study also has a very
important role or function.

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B. Formulation of the Problem

1. What is the Definition of Theory?

2. How is Theory in Qualitative Research?

3. What are the Characteristics of Theories in Qualitative Research?

4. What is the Function of Theory in Qualitative Research?

5. What is the Purpose of Using Theory in Qualitative Research?

C. Purpose of Study

1. To Know the Definition of Theory.

2. To Know the Theory in Qualitative Research.

3. To Know the Characteristics of the Theory in Qualitative Research.

4. To Know the Function of Theory in Qualitative Research.

5. To Know the Purpose of Using Theory in Qualitative Research.

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 CHAPTER II

DISCUSSION

A. The Definition of Theory

Theory is a set of ideas (concepts), definitions and propositions that relate

to one another which shows systematic phenomena by establishing relationships
between variables with the aim of explaining and predicting phenomena.1

Another meaning of theory, taken from the dictionary of educational and

general terms, namely:

1. Opinion expressed as a description of an event.

2. Teachings about basic rules or principles about something.

3. Knowledge of a matter that is only contemplative.2

The theory can also be referred to as data arranged in a system of thought.3

Kerlinger said that the theory is:

"A set of constructs (concepts), definitions, and propositions that

function to look at phenomena systematically, through the specification
of relationships between variables so that they can be useful to explain
and predict phenomena. In other words, theory is a generalization or
collection of generalizations that can be used to explain various
phenomena systematically."4

Cooper and Schindler in 2003, stated: "A theory is a set of systematically

interrelated concepts, definitions, and propositions, that are all advanced to

1
Komaruddin, Kamus Riset, (Bandung: Angkasa, 1982). p. 280.
2
M. Sastrapradja, Kamus Istilah Pendidikan Dan Umum, (Surabaya: Usaha Nasional,
1981), p. 502.
3
Winarno Surakhmad, Pengantar Penelitian Ilmiah. Dasar, Metode, Dan Tekhnik,
(Bandung: Tarsito, 1982), p. 63.
4
Sudaryono, Dkk, Pengembangan Instrumen Penelitian Pendidikan, ( Yogyakarta: Graha
Ilmu, 2013), p. 15.

3
explain and predict phenomena”.5 In the meanwhile, Wayne K. Hoy and Cecil G.
Miskel in 1991 stated: “Theory is the flow of logic or reasoning, which is a set of
concepts, definitions, and compositions arranged systematically."6

Based on the understanding of the theory, it can be concluded that the

theory is a set of concepts, definitions, and proportions arranged systematically
and used to see and explain phenomena that occur.

B. Theory in Qualitative Research

In research, theory is a very important link. Theory is material to provide

arguments about the importance and urgency of a problem. Problems need to be
examined through relevant theories and concepts and findings in research which is
relevant. For this reason, theory plays a very important role. Research must be
done by not leaving the theory to be carried out properly.

In qualitative research, existing theories have important uses, theories in

qualitative research are used more loosely, theories allow and help to understand
what was already known intuitively at the first time, but it is plural to change as
social theory changes. In general the theory for qualitative research is useful as a
source of inspiration and comparison.7 The position of the theory itself in research
should be understood from its relation to the position of the hypothesis, method
and methodology.

Theories in qualitative research provide a series of explanatory concepts.

Without a theory, research will not be carried out. In social research, examples of
theory are functionalism (which examines the functions of social institutions),
behaviorism (which sees all behavior in terms of stimulus and response), and
symbolic interaction (which focuses on how we relate symbolic meanings to
interpersonal relationships). Thus the theory is a source of energy for research,

5
Benyamin Situmorang, Penelitian Pendidikan, (Medan: Unimed Press, 2013), p. 29-30.
6
Trianto, Pengantar Penelitian Pendidikan Bagi Pengembangan Profesi Pendidikan &
Tenaga Kependidikan, (Jakarta: Kencana, 2011), p. 242.
7
Benyamin Situmorang. Op. Cit. p. 49.

4
where as time goes by, the theory is developed and modified by various studies, it
is believed here that when utilized the theory is never wrong, but only in
understanding more or less useful. In qualitative research, because the problems
brought by researchers are temporary, the theory used in qualitative research is
also temporary, and will develop after the researcher enters the field or in a social
context. In relation to theory, qualitative research is to find theories.

While Bahar states that the position of the theory on a qualitative approach
must be placed in accordance with the intent of the research undertaken. First, for
research that intends to find theories from the bottom, there are at least three
aspects of the function of theory that can be utilized;

a. The concepts found in the previous theory can be "borrowed" temporarily

(until the actual concepts are found from the scene) to formulate problems,
build a frame of mind, and arrange interview material;
b. When the researcher has found categories from the data collected, he
needs to check whether a similar category system has existed before. If so,
then researchers need to understand what other researchers say about the
category. This is done only for comparison, not to follow it; and
c. The theoretical propositions found in qualitative research (which have
links to known theories) are new contributions to expanding existing
theories. Likewise, if it turns out that the theory found is identical to the
existing theory, then the existing theory can be used as a validation of the
new findings.

Second, for research that intends to broaden existing theories, the theory is
useful for researchers in the following three things;
a. Research can start from the previous theory by referring to the general
framework of the theory. In other words, the existing theoretical
framework can be used to interpret and approach data. However, the
current research must be developed separately and independent of previous

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 theories. Thus, research can freely choose the data collected, so that the
initial theory can be changed, added, or modified;
b. Existing theory can be used to compile a number of questions or be a
guideline in observations/interviews to collect initial data; and
c. If current research findings differ from existing theories, the researcher can
explain how and why the findings are different from existing theories.8
Qualitative researchers are required to be able to organize all the theories
that are read. The theoretical foundation written in the research proposal serves to
show how far the researcher has a theory and understands the problem under study
even though the problem is still temporary. Therefore, the theoretical basis put
forward is not a fixed price, but is temporary. Qualitative researchers are actually
required to conduct "grounded research", which is finding theories based on data
obtained in the field.
There are two forms of tools used in designing conceptual frameworks as
work guides in qualitative research. The two tools referred to are the "naturalistic
paradigm" (naturalistic paradigm) and the pattern of knowledge development in
the "field of science" under study. Basically, these two devices are
complementary, where the natural paradigm directs research activities, where they
begin and where they are going, and how they work or process, while the field of
science emphasizes material objects or substances that are worthy of study.
The basic view that assumes a natural paradigm is that in social life there
are certain patterns of interaction or behavior that occur steadily. If the researcher
can detect and find these patterns, then he can arrange them into a theory. This is
what is meant in grounded theory that qualitative research is an attempt to build
theory from the ground. So, the theory was actually found from the community
through systematic research. Therefore, qualitative research in no way intends to
test the theory, and does not even depart from the variables that are reduced from
a theory. It is really irrelevant if qualitative research starts with a theory or
concept/variable used by a previous theory, because it will hinder the
development of a new theory formulation.

8
Bahar Mustofa, Pendekatan Kualitatif, (Yogyakarta: Pustaka Belajar, 2015), p. 58.

6
 In line with the assumptions above, qualitative researchers do not bring
concepts derived from (existing) theories to the field, but rather try to understand
and interpret phenomena in accordance with the understanding and meaning given
by the subjects studied. This is a principle in qualitative research. This strategy is
called the emic approach, which is a principle of meaning of phenomena based on
the understanding of "insiders", using measurements found in the field. The basis
of this research is the symbolic interaction of a phenomenon with other symptoms
which are interpreted based on the culture concerned by searching for the
universal semantic meaning of the phenomenon being studied.

Not all research must produce theories. Some of the results of the study are
not possible to proceed to the formulation of theory, and therefore must be
stopped until the discovery of conceptual formulations and cultural themes.
Research that reaches the discovery of such themes is also quite important,
because the themes that contain descriptive information can be arranged
systematically in the form of descriptive conceptions that are rich in definitions,
information, and or abstractions from social phenomena. On that basis, a
qualitative researcher does not have to force himself to find the "theory" of the
scene, he can even design a study that only comes to the discovery of themes to be
arranged into descriptive knowledge that is informative.9

Finally, the theory formulation begins by reducing the number of

categories while improving its formulation and integration. Modification of
formulations is increasingly minimal, as well as the contents of the data can
continue to be reproduced. The attributes of the theory that are composed of the
results of interpretation/interpretation are equipped with new data, redefined in the
sense that the scope is expanded and the categories are narrowed. If that has been
achieved and researchers have felt confident of the results, at that time the
researcher was able to publish the results of his research.

9
Nusa Putra, Metode Penelitian Kualitatif Pendidikan, (Jakarta: Rajawali Pers, 2013), p.
146.

7
 C. Characteristics of Theory in Qualitative Research
There are 3 criteria for the theory used as a foundation in research, namely
relevance, up-to-date, and authenticity. The more research focus that is
determined, the more theory will be put forward. Initial validation for qualitative
researchers is the extent to which the ability of researchers to describe theories
related to the field and social context under study. In qualitative research, the
theories developed are still temporary and develop during the study.10
In general the theory has 3 functions, namely the function of explaining,
predicting, and controlling a phenomenon. In relation to research activities, the
first theoretical function is used to clarify and sharpen the scope, or construct of
the variables to be examined. The second function of the theory is to formulate
hypotheses and arrange research instruments, because basically they are predictive
statements. While the third theory function is used to discuss the results of
research, so that it is then used to provide suggestions in problem solving
efforts.11
Qualitative researchers use theory in research for different purposes. First,
in qualitative research, theory is often used as an explanation of certain behaviors
and attitudes. Second, qualitative researchers often use theoretical perspectives as
general guidelines for researching gender, class, and race. Third, in qualitative
research, theory is often used as the final point of research. By making theory as
the last point of research, it means that researchers apply the research process
inductively which takes place starting from the data, then to general themes, then
becomes a particular theory or model. Fourth, some qualitative studies do not use
explicit theories.12
From the above explanation it can be concluded that the theory used in the
research must be relevant or in accordance with the life of the object under study,
the theory used can be trusted and authenticated. Where, the theory is used with

10
Bahar Mustofa, Op.Cit., p. 73.
11
Moleong, Metodologi Penelitian Kualitatif, (Bandung: PT Remaja Rosda Karya, 2013), p.
23.
12
Nusa Putra, Op.Cit., p. 153.

8
the aim of providing an explanation of certain behaviors and attitudes, the other
purpose being as a general guide to researching gender, class and race.

D. Function Theory in Qualitative Research

In general, the theory functions as follows:
1. Theory functions as a classification
The point is that theory provides guidelines and strategies for classifying
or classifying data, establishing categories that are seen as having intentions and
goals. With the theory in collecting data will get regular and clear data, because
the theory provides direction and direction for researchers. Especially what data
needs to be collected, how to arrange classifications based on the research
objectives that have been set previously.

2. Theory functions as explanation

Theory has a lot of information behind a series of phenomena. In these
phenomena, the theory provides answers about the causes of a phenomenon. With
the theory can find conclusions that are actually concrete. The abstraction
framework that connects facts into a series of mutually related to the meaning.
With the theory, the relationship between facts becomes clear and reasonable.

3. Theory functions as a predictive

This function is related to explanation. Explanation is to explain the cause
and effect of certain events. By knowing the event then knowing the cause of the
other event, so that if the incident happens repeatedly, with the same pattern, the
researcher believes in the accuracy of the causal relationship of the event.
Furthermore, researchers are expected to be able to predict what will happen. If in
different situations, researchers encounter the emergence of the same causative
factors, then it can be ascertained that certain consequences will occur.

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 E. The Purpose of Using Theory in Qualitative Research
Qualitative researchers use theory in research for different purposes. First,
in qualitative research, theory is often used as an explanation of certain behaviors
and attitudes. This theory can be perfect with the variables, constructs, and
research hypotheses. For example, ethnographers make use of cultural themes or
"cultural aspects" to be examined in research projects, such as social control,
language, stability and change, or social organization. These themes can provide a
series of ready-made hypotheses to be tested with the existing literature. Although
qualitative researchers do not refer to these themes as theories, these themes
generally provide a full explanation that is often used by anthropologists to
examine culture-sharing behavior and human behavior.

This approach is very popular in qualitative health science research where

researchers usually begin their research with theoretical models, such as adoption
in health practices or quality in the orientation of human life. Second, qualitative
researchers often use theoretical perspectives as a general guide to researching
gender, class, and race (or other issues concerning marginal groups). This
perspective is usually used in qualitative advocacy/participatory research and can
help researchers to design problem formulations, collect and analyze data, and
form calls for action and change. Qualitative research in the 1980s underwent a
massive transformation marked by the emergence of theoretical perspectives such
as this that broadened the scope of research that had arisen previously. These
theoretical perspectives guide researchers on important issues that need to be
examined (such as women, street children, and other minority groups).

These perspectives also show how researchers must position themselves in

qualitative research (such as being outside or not biased in certain personal,
cultural, or historical contexts) and how to write final reports (such as, by not
further marginalizing individuals researched, or by mixing directly).13

13
Kusaeri, Metodologi Penelitian, (Surabaya: IAIN Sunan Ampel, 2015), p. 95-97.

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 CHAPTER III

CLOSING

A. Conclusion
The theory is a set of ideas (concepts), definitions and propositions related
to one another that shows systematic phenomena by establishing relationships
between variables to explain and predict phenomena. In research, the theory is a
very important link. The theory is material to provide arguments about the
importance and urgency of a problem.
There are 3 criteria for the theory used as a foundation in research, namely
relevance, up-to-date, and authenticity. The more research focus that is
determined, the more theory will be put forward. Initial validation for qualitative
researchers is the extent to which the ability of researchers to describe theories
related to the field and social context under study.
There are 3 theoretical functions in qualitative research. function as
follows:
1. Theory functions as a classification
2. Theory functions as an explanation
3. Theory functions as a predictive
Qualitative researchers use theory in research for different purposes. First,
in qualitative research, theory is often used as an explanation of certain behaviors
and attitudes. Second, qualitative researchers often use theoretical perspectives as
a general guide to researching gender, class, and race (or other issues concerning
marginal groups).

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 BIBLIOGRAPHY

Komaruddin.1982. Kamus Riset. Bandung: Angkasa.

Kusaeri. 2015. Metodologi Penelitian. Surabaya: IAIN Sunan Ampel.
Moleong. 2013. Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rosda
Karya.
Mustofa, Bahar. 2015. Pendekatan Kualitatif. Yogyakarta: Pustaka Belajar.
Putra, Nusa. 2013. Metode Penelitian Kualitatif Pendidikan. Jakarta: Rajawali
Pers.
Sastrapradja, M. 1981. Kamus Istilah Pendidikan Dan Umum. Surabaya: Usaha
Nasional.
Situmorang, Benyamin. 2013. Penelitian Pendidikan. Medan: Unimed Press.
Sudaryono, et all. 2013. Pengembangan Instrumen Penelitian
Pendidikan.Yogyakarta: Graha Ilmu.
Surakhmad, Winarno. 1982. Pengantar Penelitian Ilmiah Dasar, Metode, Dan
Tekhnik. Bandung: Tarsit.
Trianto. 2011. Pengantar Penelitian Pendidikan Bagi Pengembangan Profesi
Pendidikan & Tenaga Kependidikan. Jakarta: Kencana.

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