QUALITATIVE DATA

COLLECTION METHOD
Presented by :
Shafira Adhelia
Hana Suci Anggraeni
Aris Nurul H.
TYPES OF QUALITATIVE DATA COLLECTION
-Observations

-Interviews

-Documents

-Audio - Visual Materials

The unique one includes:

1. Observation

2. Interviews

3. Open – Response Items In Questionnaires

Observation
Observation
Observation is the conscious noticing and detailed
examination of participants’ behavior in a naturalistic
setting.
 Why use observation in applied linguistics research?
1. Teachers and students follow familiar routines and activities in schools and often

have quite fixed values, beliefs and assumptions about what should go on there.

2. Observation is often used in tandem with other methods of data collection to

triangulate or provide additional evidence for a research study.

3. The practice of language teaching and that of research have much in common –

both try to make sense of complex situations, and in both, teachers and

researchers are continually observing their environment (Hitchcock & Hughes,

1995).
Collecting The Data
This section is divided into three parts:

1. Preparing for observation

2. Observing

3. Making field notes

Step 1: Preparing for Observation
There are two overlapping issues common to observational
research:

1. Entering the field, means gaining access to a research site.

2. Foreshadowed problems, to plan what general problems or

features to look for when carrying out observation.
Step 2 : Observing
Two fundamental aspects of participant observation are:

1. Thick description, this means that the writing about about a

research setting should be as detailed and rich as possible.

2. Making the familiar strange, we always need to try to act as a

stranger in a new situation would – questioning what is going on in
a context and trying to explain the unquestioned.
Step 3: Making Field Notes
The practical issues about making field notes are:
1. How to take notes, it is wise to make field notes in such a way that
the person we are observing cannot see what we are writing,
perhaps using our ow symbols and abbreviations.
2. What to take notes of, one of the most well known is that of
Spradley (1980), who identifies nine key dimensions that an
observer might wish to focus on.
Organizing and Interpreting The Data
Looking more closely at the interpretive process, it takes place in different
stages. Holliday (2007) categorizes these into three, beginning with
‘description’ then an initial ‘making sense’ of the observations, and the
moving toward and argument in which the whole experience is clarified in
the final report of the reader.
Presenting The Findings
When presenting observation data, there are two practical steps that we
can take:

1. first, make sure to separate the description of the research process

and the interpretation of that process.

2. Second, try to choose a number of vivid or poignant moments that

emerge from the observation and explain them in detail.
Improving The Quality Of Observation
Lincoln & Guba (1985) stated that ways to improve the quality of research
data collected through observation includes:

1. Collecting documents.

2. Having other researchers observes the same people in the research

context and compare notes together.

3. After completing the analysis, sharing it with those who were observed
for ‘member checking’.
INTERVIEWS
What are interviews?
The typical qualitative research inteview has been described as a
“conversation with a purpose” (Burgess, 1984, p.102) or “professional
conversation (Kyale, 1996, p.5), and has been described as “the gold standard
of qualitative research” (Silverman, 2000, p.51).
Interview is seen as a core method in qualitative research, where
the focus is on the nature experience.
Three Types of Interview
Structured Interview

Open Interview

Semi-structured Interview
 Structured Interview
The structured interview represents data collection
in its most controlled form. In this type of interview, the
interviewer is seeking very spesific information and trying to
collect it in a way that will allow as little variation as possible,
so the questions are precisely formulated and designed to
elicit responses that can be recorded exactly.
 Open Interview

In this type of interview, the questions are not pre-

determined. This form is also known as “in-depth” and
“unstructured”. The aim of the interview is to explore in as much
depth as possible the respondent’s experiences, views or
feelings.
 Semi-structured Interview

This type of interview is the interviewer has a clear

picture of the topics that need to be covered, but is prepared to
allow the interview to develop in unexpected directions where
these open up important new areas.
Collecting The Data
Step 1 : Preparing for an interview

Step 2 : Setting up the interview

Step 3 : Getting the interaction right

Step 4 : After the interview

Step 1: Preparing for an interview
First, we need to decide on your overall aim in the interview
and think about the topics that will be needed to cover in order to
achieve this.

Step 2: Setting up the interview

Make sure we have allowed enough time for interview and
enough time between interviews to allow you to reflect, recover and
plan.
Step 3: Getting the interaction right
We need to maintain control while allowing the interview to
develop as naturally as possible.

Step 4 : After the interview

After finishing the interview, complete an interview cover
sheet. Also, summarizing the main points covered and further
questions to be followed up in the next interviews.
Analyzing an Interpreting The Data
Transcribing interviews is by common consent the least enjoyable
aspect of this form of data collection. When analyzing the data, we have to
allow categories to emerge naturally by reading a transcript of interview
while scribbling down in the margin the topics covered in the interview.
Presenting The Findings
The key here is to let the voices of the participants emerge clearly,
remembering that in qualitative research it is usually the particular that has
the greatest impact.
We can use a flow chart or mind map to help the audience understand how
they relate to one another and to the aim of the research.
Improving the Quality of Interviews
1. Reflect on the performance by going to the transcript and recordings in
order to examine these in more detail.
2. Asking a colleague to listen to one of the recordings and comment on it.
Open Response Items in
Questionnaires
 Open Response Items in Questionnaires
Are those that require respondents to answer
in their own words by writing in a space that is
provided
Types of questionnaires
+ Closed response items.

Only require respondents to select their answer(s) from a

limited list or selection. Questions and responses use
categories that have been defined by the researcher before.
The purpose of closed response items is to collect
numerical data to determine the differences and
similarities among items and categories of items
using statistical analysis.
Open response items
+ Respondents answer by their own.

Respondents asked to explore an issue deeply by not

restricting the respondents to a set of answers but asking
them to express their own ideas more fully or inviting them
elaborate or explain their answers.
Types of OPEN RESPONSE ITEMS
+1. Fill in items

Are those that require the respondents to provide relatively brief bits of information.

For example: Biodata.

Another type of fill in item is SENTENCE COMPLETION. Unfinished sentence

that the respondents needs to complete. The advantage is to help the respondent

focus on a clearly defined issue.

+2. Short Answer Items.

Require responses that may be a few phrases or sentences long,

and there is no unfinished sentence.
Types of SHORT ANSWER QUESTIONS
Specific open question, ask about particular pieces of information
and can usually be answered in one or two lines.

Broad open questions allow for a deeper exploration of one issue,

and they generate more expansive, and often unpredicted.
Why Use Open Response Questionnaire Items In
Applied Linguistic Research?
Because CLOSE RESPONSE need to think of all the relevant classroom
activities and write them in a way that will be clearly understood by all
respondents. An OPEN RESPONSE is much easier to write.

OPEN RESPONSES are flexible.

OPEN RESPONSES give the respondents the chance to elaborate on their

answers.
COLLECTING DATA
1. Selecting a sample
2. Writing Items
3. Formatting the questionnaire effectively
4. Administering a questionnaire
ORGANIZING AND INTERPRETING A DATA
+The purpose is to discover patterns that are revealing and interesting. This process will
involve coding, analyzing and interpreting a data.

+Three things should do when analyze and interpret:

a. Create categories while transcribing and analyzing.

b. Use whatever tools

c. Take time necessary to do useful analysis

PRESENTING YOUR FINDINGS
The most common way to present your finding for open
response items is to separate the data into categories and
explain the findings in terms of each one.
IMPROVING THE QUALITY OF OPEN RESPONSE
QUESTIONNAIRE ITEMS
1. Credibility, is the notion that researchers should maximize the accuracy of how
they define concepts and how they characterize the people they investigating.
2. Dependability, is the idea that researchers should account fr any shifting
conditions in their research related to the participants and any modifications
made in the design of the study while it was going on.
3. Confirmability, is the concept that researchers should fully disclose the data they
are basing their interpretations o, or at least make those data available.
4. Transfersbility, is the notion that researchers should carefully describe their
research design, as well as the context and conditions of the study so readers can
determine for themselves whether the results relate to their own institutional
contexts.
THANK YOU ❤