PDU 202 Qualitative Research Method: Qualitative Research Paradigm, Process, & Design

PDU 202
METODE KUALITATIF
SEMESTER GENAP 2013/2014

FAKULTAS PSIKOLOGI UNIVERSITAS KATOLIK INDONESIA ATMA JAYA

KULIAH III - 24 JANUARI 2014
UNDERSTANDING QUALITATIVE RESEARCH

understanding
qualitative research
ONE DAY OBJECTIVES:
Mahasiswa mampu:
•
•
•
•
•

memahami pendekatan dan paradigma penelitian kualitatif
memahami tujuan, sifat, dan karakteristik penelitian kualitatif
memahami proses penelitian kualitatif secara utuh
memahami berbagai desain penelitian kualitatif
membedakan karakteristik masing-masing desain

PDU 202 METODE KUALITATIF

Fakultas Psikologi Universitas Katolik Indonesia Atma Jaya

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LET’S DISCUSS!
• Apa yang ingin diketahui?
• Data apa saja yang dibutuhkan
untuk mengetahui hal tersebut?
• Bagaimana cara memperoleh
datanya?
• Apa saja tahapan untuk
memperoleh datanya?



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LET’S DISCUSS!
Mengapa film tersebut tepat
untuk menggambarkan suatu
penelitian kualitatif?



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why do
qualitative research?
We might want to study a real-world setting and capture the
contextual richness of people’s 
everyday lives.



(Yin, 2011)

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FEATURES OF
QUALITATIVE RESEARCH

(Yin, 2011)


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FEATURES OF
1. Studying the meaning of people’s lives, under real-world
conditions

(Yin, 2011)


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FEATURES OF
1. Studying the meaning of people’s lives, under real-world
conditions
REAL-WORLD

PEOPLE’S LIVES


(Yin, 2011)
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FEATURES OF
2. Representing the views and perspectives of the people in a
study

(Yin, 2011)


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FEATURES OF
2. Representing the views and perspectives of the people in a
study

PEOPLE’S
PERSPECTIVE
(Yin, 2011)


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FEATURES OF
3. Covering the contextual conditions within which people live

(Yin, 2011)


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FEATURES OF
3. Covering the contextual conditions within which people live

CONTEXT

PEOPLE’S
LIVES

(Yin, 2011)


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FEATURES OF
4. Contributing insights into existing or emerging concepts
that may help to explain human social behavior

(Yin, 2011)


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FEATURES OF
4. Contributing insights into existing or emerging concepts
that may help to explain human social behavior

explain

CONCEPTS
BEHAVIOR


(Yin, 2011)
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FEATURES OF
5. Striving to use multiple sources of evidence rather than
relying on a single source alone

(Yin, 2011)


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The mulTIfACeTed World of
QuAlITATIve reSeArCh

(Yin, 2011)


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the methodological
variations available within
qualitative research

the potential multiplicity of
interpretations of the human
events being studied

the potential uniqueness
of these events
(Yin, 2011)


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MULTIPLE INTERPRETATIONS OF THE SAME EVENTS
the participants’ meanings, if studied and reported by a researcher, also unavoidably
subsume a second set of meanings of the same events—those of the researcher.

RESEARCHER
(Yin, 2011)


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MULTIPLE INTERPRETATIONS OF THE SAME EVENTS
the participants’ meanings, if studied and reported by a researcher, also unavoidably
subsume a second set of meanings of the same events—those of the researcher.

EMIC

ETIC

capture participants’
indigenous meanings of
real-world events

represents the same set
of real-world events, but
from an external
perspective—typically
that of the researcher

RESEARCHER
(Yin, 2011)


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THE UNIQUENESS OF HUMAN EVENTS
human events may be considered as either being entirely unique or having some
properties that are relevant and potentially applicable to other situations

(Yin, 2011)


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THE UNIQUENESS OF HUMAN EVENTS
human events may be considered as either being entirely unique or having some
properties that are relevant and potentially applicable to other situations

PERSPECTIVE
A

PERSPECTIVE
C

PERSPECTIVE
B

PERSPECTIVE
D
(Yin, 2011)



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WHETHER TO EMULATE ONE OF QUALITATIVE
RESEARCH’S VARIANTS
the large number of formally recognized methodologies within qualitative research
ILLUSTRATIVE VARIATION
ACTION RESEARCH
CASE STUDY

DESCRIPTION
Emphasizes the researcher's adoption of an action role or an active collaboration
with study participants
Studies a phenomenon (the “case”) in its real- world context

ETHNOGRAPHY

Involves a field-based study lengthy enough to surface people's everyday norms,
rituals, and routines in detail

ETHNOMETHODOLOGY

Seeks to understand how people learn and know the social rituals, mannerisms,
and symbols in their everyday life and culture

FEMINIST RESEARCH

Embraces the perspective that methodological and other relationships embed oftignored power relations that can affect research findings
(Yin, 2011)



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WHETHER TO EMULATE ONE OF QUALITATIVE
RESEARCH’S VARIANTS
the large number of formally recognized methodologies within qualitative research
ILLUSTRATIVE VARIATION

DESCRIPTION

GROUNDED THEORY

Assumes that the natural occurrence of social behavior within real-world contexts is
best analyzed by deriving “bottom-up” grounded categories and concepts

LIFE HISTORY

Collects and narrates a person's life story, capturing its turning points and important
themes

NARRATIVE INQUIRY

Constructs a narrative rendition of the findings from a real-world setting and
participants, to accentuate a sense of “being there”

PARTICIPANT-OBSERVER Conducts field-based research based on the researcher locating in the real-world
setting being studied
STUDY
PHENOMENOLOGICAL
STUDY

Studies human events as they are immediately experienced in real-world settings,
resisting prior categories and concepts that might distort the experiential basis for
understanding the events
(Yin, 2011)



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MEDIATING STRATEGIES
ways which help the researcher to proceed with a qualitative study, whether he plan to
follow one of the variations or to conduct a generalized form of qualitative research:

(Yin, 2011)


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MEDIATING STRATEGIES
ways which help the researcher to proceed with a qualitative study, whether he plan to
follow one of the variations or to conduct a generalized form of qualitative research:
• THE EPISTEMOLOGICAL LOCATION of the
research - the philosophical assumptions the
researcher makes about the ways of knowing
what he knows
• THE EPISTEMOLOGICAL SIMILARITY of the
research - all types of inquiry, insofar as the
goal is to reach credible conclusions

(Yin, 2011)


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BuIldIng TruSTWorThIneSS & CredIBIlITy InTo


(Yin, 2011)


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BuIldIng TruSTWorThIneSS & CredIBIlITy InTo


transparency

methodic-ness

evidence

(Yin, 2011)


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PERSONAL EQUIPMENT
to do Qualitative
Research

ComPeTenCIeS In doIng

(Yin, 2011)


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GENERAL ABILITIES NEEDED TO BE A (QUALITATIVE) RESEARCHER

(Yin, 2011)


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• “LISTENING” (BETWEEN THE LINES)
To be able to take in large amounts of information about your environment, especially about
the people in your environment. The in-taking can be explicit or inferential.
It goes beyond your sense of hearing and calls upon all of your senses, including your
intuitions.

(Yin, 2011)


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• ASKING GOOD QUESTIONS
Without good questions, you risk collecting a lot of extraneous information while
simultaneously missing some critical information. You need to ask good questions.
The talent for asking good questions will be reflected by your tendency to ask yourself
questions while reading a report.

(Yin, 2011)


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• KNOWING ABOUT YOUR TOPIC OF STUDY
High among the expected competencies is knowledge of your own topic of research,
including having a sense of the field setting and participants in the study and the findings
from previous research on the topic.

(Yin, 2011)


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• CARING ABOUT YOUR DATA
The relevant competence involves having a supersensitivity about recognizing your data and
taking care of them. Research data, but especially field data in a qualitative study, demand
special attention and security.

(Yin, 2011)


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• DOING PARALLEL TASKS
The activities in doing qualitative research do not come in a neatly tied bundle. You will be
continually challenged by having to do or attend to multiple tasks, not all within your direct
control, at the same time.

(Yin, 2011)


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• PERSEVERING
An ability to stick to your quest in the face of the inevitable frustrations, uncertainties, and even
unpleasantries that you can confront in doing qualitative research. Because you are studying realworld events, they assume their own natural course and may alternatively present unanticipated
resistances and challenges.
The competency involves your ability to move forward with your research in spite of all these
encounters.
(Yin, 2011)


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SeTTIng And mAInTAInIng
eThICAl STAndArdS of ConduCT

CODES OF ETHICS

RESEARCH INTEGRITY

DISCLOSURE

(Yin, 2011)


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PROTECTING HUMAN SUBJECTS
1. Obtaining voluntary informed consent from participants,
usually by having them sign a written statement (“informed”
meaning that the participants understand the purpose and
nature of the research);
2. Assessing the harms, risks, and benefits of the research,
and minimizing any threat of harm (physical, psychological,
social, economic, legal, and dignitary harm) to the
participants;
3. Selecting participants equitably, so that no groups of people are unfairly included or
excluded from the research; and
4. Assuring confidentiality about participants’ identities, including those appearing in
computer records and audio- and videotapes.
(Yin, 2011)


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PROCESS
RESEARCH is a process of steps used to collect and analyze information to
increase our understanding of a topic or issue.

(Creswell, 2012; Patton, 2002)


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PROCESS

POSE A QUESTION

1. Identifying a research
problem
2. Reviewing the
literature
3. Specifying the
purpose for research

COLLECT DATA TO
ANSWER THE
QUESTION
4. Collecting data

PRESENT AN
ANSWER TO THE
QUESTION
5. Analyzing and
interpreting the data
6. Reporting and
evaluating research



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PROCESS
6. REPORTING AND
EVALUATING RESEARCH
•
•
•

Deciding on audiences
Structuring the report
Writing the report 
sensitively

5. ANALYZING AND 
INTERPRETING 
DATA
•
•
•

Breaking down the data
Representing the data
Explaining the data

1. IDENTIFYING A 
RESEARCH PROBLEM
•
•
•

Specifying a problem
Justifying it
Suggesting the need to study it for
audiences

4. COLLECTING DATA
•
•
•

Selecting individuals to study
Obtaining permissions
Gathering information

2. REVIEWING 
THE LITERATURE
•
•
•

Locating resources
Selecting resources
Summarizing resources

3. SPECIFYING A 
PURPOSE FOR 
RESEARCH
•
•

Identifying the purpose
statement
Narrowing the purpose
statement to research
questions or hypotheses



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PROCESS
6. REPORTING AND
EVALUATING RESEARCH
•
•
•

sensitively

5. ANALYZING AND 
INTERPRETING 
DATA
•
•
•

Explaining the data

1. IDENTIFYING A 
RESEARCH PROBLEM
•
•
•

Justifying it
audiences

4. COLLECTING DATA
•
•
•


{

2. REVIEWING 
Exploring a problem and
THE LITERATURE
developing a detailed
• Locating resources
understanding of a
• Selecting resources
central phenomenon
•


}

3. SPECIFYING A 
PURPOSE FOR 
RESEARCH
•
•

statement



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PROCESS
6. REPORTING AND
EVALUATING RESEARCH
•
•
•

sensitively

5. ANALYZING AND 
INTERPRETING 
DATA
•
•
•

Explaining the data

1. IDENTIFYING A 
RESEARCH PROBLEM
•
•
•

Justifying it
audiences

4. COLLECTING DATA
•
•
•

2. REVIEWING 
THE LITERATURE


•
•
•

{

Locating resources
Selecting resources

3. SPECIFYING A 
PURPOSE FOR 
RESEARCH
Having the literature

review play a minor role
• Identifying the purpose
statement
but justify the problem
•





}

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PROCESS
6. REPORTING AND
EVALUATING RESEARCH
•
•
•

sensitively

5. ANALYZING AND 
INTERPRETING 
DATA
•
•
•

Explaining the data



1. IDENTIFYING A 
RESEARCH PROBLEM
•
•
•

{

2. REVIEWING 
THE LITERATURE

Justifying it
audiences

}

Stating the purpose and
research questions in a
• Selecting individuals
general and broadtoway so
study
• Obtaining permissions
as the participants’
• Gathering information
experiences

4. COLLECTING DATA

•
•
•

Locating resources
Selecting resources

3. SPECIFYING A 
PURPOSE FOR 
RESEARCH
•
•

statement

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PROCESS
6. REPORTING AND
EVALUATING RESEARCH
•
•
•

1. IDENTIFYING A 
RESEARCH PROBLEM

sensitively

{

•
•
•

}

5. ANALYZING AND 
Collecting data based on
INTERPRETING 
words from a small
DATA
number of individuals so
•
that Breaking down the data
the participants’
• Representing the data
views are obtained
• Explaining the data



Justifying it
audiences

4. COLLECTING DATA
•
•
•


2. REVIEWING 
THE LITERATURE
•
•
•

Locating resources
Selecting resources

3. SPECIFYING A 
PURPOSE FOR 
RESEARCH
•
•

statement

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PROCESS

{

}

6. REPORTING data
Analyzing the AND for
EVALUATING RESEARCH
description and themes
• Deciding on audiences
using text analysis and
• Structuring the larger
interpreting thereport
• Writing the report 
meaning of the findings
sensitively

5. ANALYZING AND 
INTERPRETING 
DATA
•
•
•

Explaining the data

1. IDENTIFYING A 
RESEARCH PROBLEM
•
•
•

Justifying it
audiences

4. COLLECTING DATA
•
•
•


2. REVIEWING 
THE LITERATURE
•
•
•

Locating resources
Selecting resources

3. SPECIFYING A 
PURPOSE FOR 
RESEARCH
•
•

statement



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PROCESS
6. REPORTING AND
EVALUATING RESEARCH
•
•
•

sensitively

5. ANALYZING AND 
INTERPRETING 
DATA
•
•
•

Explaining the data

{

1. Writing the report using
IDENTIFYING A 
flexible, emerging
RESEARCH PROBLEM

}

structures a problem
and evaluative
• Specifying
criteria, and including the
• Justifying it
researchers’ subjective it for
• Suggesting the need to study
reflexity and bias
audiences

4. COLLECTING DATA
•
•
•


2. REVIEWING 
THE LITERATURE
•
•
•

Locating resources
Selecting resources

3. SPECIFYING A 
PURPOSE FOR 
RESEARCH
•
•

statement



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WANT TO KNOW MORE?
Creswell, J. (2012). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research (4th ed.). Boston: Pearson
Education, Inc.
Patton, M.Q. (2002). Qualitative evaluation and research methods (3rd ed.).
London: Sage Publications, Inc.
Yin, R.K. (2011). Qualitative research from start to finish. Spring Street, New
York: The Guilford Press.

PDU 202 Qualitative Research Method: Qualitative Research Paradigm, Process, & Design

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PDU 202 Qualitative Research Method: Qualitative Research Paradigm, Process, & Design