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QUALITATIVE RESEARCH IN ENGLISH LANGUAGE

TEACHING
Classroom Observation and Research

Arranged by :

1. Ejontomi Afrizon
2. Septi Marlini
3. Puspita Yudaningrum
4. Wiwit Akriani

POSTGRADUATE OF ENGLISH STUDY PROGRAM

MINISTRY OF EDUCATION AND CULTURE

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF BENGKULU

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PREFACE

First of all, thanks to Allah SWT because of the help of Allah, writer finished writing
the paper entitled “Classroom observation and research” right in the calculated time. The purpose
in writing this paper is to ful fill the assignment that given by Alamsyah Harahap as lecturer in
Qualitative Research in English Language Teaching. In arranging this paper, the writers trully
get lots challenges and obstruction but with the help of many individuals, those obstructions
could be passed. Writers also realizes there are still many mistakes in process of writing this
paper.

The writers say thank you to all people who help the writers in the process of writing
this paper. Hopefully Allah replies all helps and blesses you all. The writers realize that this
paper’s still imperfect in arrangement and the content. Then the writers hope the criticism from
the readers can help in creating a better future paper. Last but not the least hopefully this paper
can help the readers to gain more knowledge about qualitative research design.

Bengkulu, November 28st 2019

Author

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TABLE OF CONTENT

PREFACE ....................................................................................................... 2

TABLE OF CONTENT .................................................................................. 3

CHAPTER I INTRODUCTION

A. Background ............................................................................................... 4
B. Problem ..................................................................................................... 4
C. Aims of the Paper...................................................................................... 4

CHAPTER II DISCUSSION

A. Method of classroom observation and research ........................................ 5


B. A review of research ................................................................................. 7
C. Classroom research: sample studies.......................................................... 8

CHAPTER III CLOSING

Conclusion ...................................................................................................... 10

REFERENCES ............................................................................................... 11

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CHAPTER I
INTRODUCTION
A. Background
There are so many methods which can be used in conducting a research. Every method
has its own strength and weakness. Before a researcher conduct a research, they must
choose which method of techniques is more appropriate. This paper explains that there are
at least four methods that can be used when a researcher wants to conducted a research in
teaching and learning development. Those methods are formal experiment, stimulated
recall, observation schemes and interaction analysis. The focus of this paper is not about
how the method is but how researchers observe on what is going on inside the classroom
using those methods.

B. Problems
1. What are the methods of classroom observation and research?
2. How is to conduct the classroom research?

C. Aims of Paper
1. To know about the methods of classroom observation and research
2. To know how to conduct the classroom research?

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CHAPTER II
DISCUSSION

A. Methods of Classroom Observation and Research


The methods that have chosen to look at are the formal experiment, stimulated recall,
observation schemes, and interaction analysis.

The formal experiment


The best known classroom studies employing experimental methods are the so called
methods comparison studies, which seek to evaluate the relative claims of different methods
by randomly assigning students to two different groups and providing differential instruction
to these group. At the end of this research period, all students are tested to determine which
of the two competing methods is the more effective.
Empirical Research of L2 Classrooms
Category Goal Principal research
methods
Classroom process research The understanding of how The detailed, ethnographic
the “social events” of the observation of classroom
language classroom are behavior.
enacted
The study if classroom To test a number of Controlled experimental
interaction and L2 hypotheses relating to how studies, ethnographic studies
acquisition interaction in the classroom of interaction
contributes to L2 acquisition
and to explore which types
of interaction best facilitate
acquisition
The study if interaction and To discover whether formal Linguistic comparisons of
L2 acquisition instruction results in the L2 acquisition by classroom
acquisition of new L2 and naturalistic learners, the
knowledge and the experimental studies of the
constraints that govern effects of formal instruction.
whether formal instruction is
successful

Stimulated Recall
Stimulated recall is a technique in which the research records and transcribes parts of a
lesson and then gets the teacher to comment on what was happening at the time that the
teaching and learning took place. Such a technique can yield insights into processes of

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teaching and learning which would be difficult to obtain by other means. It is a particularly
useful technique in collaborative research because it enables pretations of what is going on in
the classroom and for the interpretation to be liked explicitly to the points in the lesson which
gave rise to them.
The stimulated recall technique, along whit follow-up interviews, enabled woods to draw
some interesting conclusion about process of classroom interaction, including the following:
1. The overall process of decision-making within the classroom context in incredibly
complex, not only in terms of the number and types of decision to be made, but also
because of the multiplicity of factors impinging on them.
2. In terms of procedures for course planning, the most surprising finding was the
tentativeness of teachers’ advice planning- ‘lessons were sketched out only in very
vague terms and detailed planning occurred at most a couple of lessons in advance even
by the most organized of the teachers.
3. Based on an analysis of the teacher interviews, wood concluded that each teacher’s
course was internally coherent.
4. The final major point to emerge was the fact that different teachers had quite different
approaches, criteria for success and so on, and that different teachers could take
identical materials and use them in class in every different ways.

Observation schemes
In selecting an observation schemes, it is necessary to match the scheme to the purpose of the
research. The following questions, which can assist in evaluating and selecting a scheme, have
been derived from the Long/Chaudron analysis.
1. Does the scheme employ a sign or category system? (A category system allows the
observer to document a behavior- e.g, teacher asks question every time it occurs, while
a sign system requires an observation to be made at regular intervals of time)
2. Does the scheme require the documentation of high or low inference behavior?
3. Does the scheme allow a particular event to be assigned to mere that one category or
event?
4. Is the instrument intended to be used in real time or on video/audio recording?
5. Is the scheme intended principally for research or teacher education?
6. What is the focus of the instrument?

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One such sophisticated scheme is the Communicative Orientation of Language Teaching
(COLT), which was developed to enable research to compare different language classroom.
The COLT consist of two parts. Part A focuses on the description of classroom activities and
consist of five major parts: the activity type, the participant organization, the content, the
student modality, and the materials. Part B relates to communicative features, and isolates
seven of there: the use of the target language, information gap, sustained speech, reaction to
code of message, incorporation of preceding utterance, discourse initiation and relative
restriction to linguistic form.

Interaction Analysis
Classroom education is talk: it is the social use of language to enact regular activity structures
and to share systems of meaning among teachers and students. Interpreting education as the
use of language in the context of social activity enables the researcher to observe, document,
and interpret how teachers and students use language across all school subjects to build
relationships, define roles and so on. Two key constructs in Lemke’s approach to discourse
analysis are “activity structures” and “thematic system”.
A Comparison of Methods for Classroom Research
Method Typical questions
Formal experiment Is a method a superior to method B?
Do authentic listening texts lead to greater language gains than
non-authentic listening texts?
Stimulated recall What is the basis upon which teachers decide to depart form their
lesson plan in the course of a lesson?
Why do teachers decide to correct some errors and not others?
Observation schemes What is the range and distribution of language function y teachers
and pupils in the language classroom?
In mixed ability classroom, how often are low proficiency students
addressed by the teacher?
Interaction analysis How do teachers maintain power and control through classroom
discourse?

B. Review of Research
When one examines the literature on classroom observation and research one is struck by
the relative paucity of research such as Lemke’s where the data were actually collected within
genuine classroom. Genuine classroom means classrooms which were specifically constituted
for the purpose of teaching and learning, not to provide a venue for research.
The five dimensions of the analysis were as follows:
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1. The environment in which the data were collected.
2. The rationale for the research.
3. The research design and method of collection.
4. The type of data collected
5. The type of analysis.
This would enable the researcher to obtain a more complete picture of the phenomena under
investigation. For example, an investigation of teacher beliefs and classroom interaction should
desirably include not only classroom observation, but also stimulated recall, teacher interviews
and teacher diaries. It would also like to see a more active role for classroom practitioners in
applied research.
Eight aspects of discourse might be important:
1. Quantity if intake
2. A need to communicate
3. Independent control of the propositional content
4. Adherence to the “here and now” principle
5. The performance of a range of speech acts
6. An input rich in directives
7. An input rich “extending” utterance
8. Uninhibited “practice”
The principles show that research can have something positive to sat to those looking for
directions and sign posts to practice. The important thing is for such research outcomes to be
applied and evaluated in an informed way through action-based research on the part of
practitioners.

C. Classroom Research : sample studies


In this section, the process of carrying out classroom research is examplified by two sample
studies reported in Spada ( 1990)
1. study 1: ESL study
One of the studies described in some detail by Spada was comparative investigation of three
classes of an adult ESL program which was run as a six week, intensive summer course. Each
class was observed for five hours a day, one a week, over a four week period. The investigation
sought to determine .

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a. How different teachers interpreted theories of communicative language teaching in terms of
their classroom practice.
b. Wheter different classroom prectices had any effect on learning outcomes.
Studies such as these, which attempt to establish causal links between classroom processes
and learning outcomes, are called process product research, and are notoriously different to
carry out. At the beggining of the experiment, students were given a battery of test including
the comrehensive English Language Test; the Michigan Test English Language Proficiency;
teacher designed tests of reading, writing, and speaking; and a multiple choice sociolinguistic
and discourse test. The researcher concluded that there are measurable differences in the way
in which instruction is carried out in classroom, and that these differences are reflected in
different learning outcomes. This research demonstrates the fact that qualitative observation
and analysis are needed in order to interpret the quantitative result obtained from the
administration of standardised tests.
2. Study 2: Core French Study
A second study reporred bt Spada involved eight eleventh grade core French classes. The
classes were selected because they purported to represent two constrasting orientation to
instruction, being either ‘analytical/ structural’ in orientation or ‘experiential/fuctional’ in
orientation. The aim of the research was to determine how these different orientation were
actually realised at the level of classroom pedagogy, and wheter the different orientations
would lead to different learning outcomes.
All the students taking part in the investigation were given a battery of pre-experiment and
ps-experiment proficiency tests, including a multiple choice grammar test, a writing test, and a
test of listening comprehension. In additon, each class was observed on four accasions During
the school year, and the classroom interactions and behaviours were documented utilising the
COLT type E ( experiential/fuctional) or type A( analytical/structural).

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CHAPTER III
CONCLUSION
Conclusion
In this chapter I have set out some of the issues and methods relevant to the investigation
of language learning and use in classroom contexts. Obviously, with such an enomous area,
about which entire volumes can, and have, been written, it is only possible to provide some
initial signposts which might assist you as you read further in the fiels and, it is hoped, also
begin you own exploration of classroom teaching and learning processes. This last poin is, I
believe, an impoprtant one because:
The reasearch is the researcher’s link with learners, and also the learners’ link with research.
The teacher is contracted to help learn, but can do so better by knowing about previous research
and by using the procedures of classroom research to understand better what is happening in
his or her own classroom. In thiis way, the exploratory teacher will not only improve
achievment but will also contribute to our general research knowledge about how language
classroom work (Allwright and Bailet 1991:197).
In addtion to outlining method and issues, I have tried to give some indication of the
problems confronting those curently engaged in classroom research. Much of the research
which purports to provide teachers with quidance on pedagogic practice is not derived from
quine language classooms, and the research agenda needs to be extended to incorporate a
greater range number of classroom based as opposed to classroom oriented research.
(Although, to repeat, I an not questioning the value of neccesssity for, classroom oriented
research.

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REFERENCE

Nunan, David. 1992. Research Methods in Language Learning. United States of America:
Cambridge University Press

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