Data Collection_tugas Kuliah

8/12/2019 Data Collection_tugas Kuliah

1/7

DATA COLLECTION

In this paper, the writer will discuss The Data Collection Method used in qualitative

research.

According to Cohen, Manion, and Morrison (2007 there are seven !inds o" strategies in

data collection, na#el$% questionnaire, interview, account, o&servation, test, personal

construct, role pla$ing. 'owever, Creswell (200 states that the data collection

procedures in qualitative research involve "our t$pes% o&servations, interviews,

docu#ents, and audio)visual #aterials. This paper will "ocus on discussing o&servation,

interviews, docu#ent anal$sis and audio)visual #aterials. The proceeding discussion

will &e a&out the t$pes, options, advantages, and li#itations o" the #ethods o" inquir$.

*&servation (Darlington and +cott% 2002

De"inition +trength ea!ness

A ver$ e""ective wa$ o"

"inding out what people do in

particular conte-ts, the

routines and interactionalpatterns o" their ever$da$

lives (Darlington and +cott%

2002.

*&servation is one o" the

#ost i#portant #ethods o"

data collection. It entails

&eing present in a situation

and #a!ing a record o" ones

i#pressions o" what ta!es

place. In o&servation the

pri#ar$ research instru#ent

is the sel", consciousl$

gathering sensor$ data

through sight, hearing, taste,

s#ell and touch (/ones and

+o#e!h% 200.

A""ord access to events as the$

happen.

1enerall$ require little active

e""ort on the part o" those

&eing o&served.

Ta!e place at the sa#e ti#e as

an activit$ that would &e

happening.

More o&ective than

interviewing, &ecause the

setting is not so controlled &$

the researcher.

The o&server watches what

happens &etween others.

Can assist in understanding

events as the$ un"old.

The o&server controls what is

recorded and thus &rought to

anal$sis.

Material o&tained through

o&servation is "iltered through

3i#ited to o&serva&le social

pheno#ena. Internal processes

o" cognition and e#otion

cannot &e o&served, even i"non)ver&al indicators o" what

these #a$ &e are evident.

*&servation alone cannot tell

us wh$ people do the things

the$ do or what the particular

activit$ #eans to the#4even

astute o&servation o" non)

ver&al &ehaviour cannot

provide access to a persons

own understanding o" wh$ the$

are s#iling, "rowning or

cr$ing.

5vents that have alread$

occurred or that have not $et

happened cannot &e o&served.

The presence o" the o&server

will, however, inevita&l$


2/7

*&servation o""ers the

opportunit$ to record and

anal$ses &ehavior and

interactions as the$ occur,although not as a #e#&er o"

the stud$ population. This

allows events, actions and

e-periences and so on, to &e

seen6through the e$es o" the

researcher, o"ten without an$

construction on the part o"

those involved (itchie%

2008

the o&server. The o&server has

"irst to see so#ething and then

to identi"$ it as interesting and

worth reporting.

i#pact on the setting to var$ing

degrees. 9eople who !now the$

are &eing watched #a$ alter

their &ehaviour in all sorts o"wa$s, &oth consciousl$ and

unconsciousl$.

Di""erent o&servers

undou&tedl$ notice di""erent

things. The research purpose,

the researchers conceptual

"ra#ewor! and whatever other

&iases and assu#ptions the$

&ring to the research will all

in"luence what is noticed and

what sense is #ade o" it

Types of Observation(Cohen, Manion, and Morrison% 2007, Darlington and

+cott% 2002, Mac!, oodsong, Mac:ueen, 1uest, and ;a#e$% 200, /ones and

+o#e!h% 200

9articipant o&servation

*&servers engage in the ver$ activities the$ set out to o&serve.

;on)participant o&servation

*&servers stand aloo" "ro# the group activities the$ are investigating and eschew group

#e#&ership.

Interview


An interchange o" views

&etween two people or #ore

on a topic o" #utual interest,

sees the centralit$ o" hu#an

interaction "or !nowledge

production, and e#phasi


3/7

process ('olstein and

1u&riu#% 67 in Darlington

and +cott% 2002

e-plicit sharing and?or

negotiation o" understanding in

the interview situation

(@renner, @rown Canter%6B in Darlington and +cott%

2002.

An$ #isunderstandings on the

part o" the interviewer or the

interviewee can &e chec!ed

i##ediatel$ (@renner, @rown

Canter% 6B in Darlington

and +cott% 2002.

The$ ena&le us to tal! with

people a&out events that

happened in the past and those

that are $et to happen

(Darlington and +cott% 2002

construct the research process

so that participants control its

process, there is alwa$s power

inherent in the researcher role. Allow access to what people

sa$ &ut not to what the$ do.

Types of Interview

+tandardi


4/7

:uestionnaire (Cohen, Manion, and Morrison% 2002


A widel$ used and use"ul

instru#ent "or collecting surve$

in"or#ation, providing

structured , o"ten nu#erical data,

&eing a&le to &e ad#inistered

without the presence o" the

researcher, and o"ten

co#parativel$ straight"orward to

anal$se (ilson and Mc3ean%

6 in Cohen, Manion, and

Morrison% 2002

The data are structured.

Can &e e#plo$ed without the

present o" the researcher.

+traight"orward to anal$se.

Ti#e consu#ing to develop,

pilot and re"ine the

questionnaire.

9ossi&le unsophistication and

li#ited scope o" the data that

are collected.

3i#ited "le-i&ilit$ o" response.

Types of Questionnaire(Cohen, Manio, and Morrison% 2002

+tructured :uestionnaire

+e#i)structured :uestionnaire

nstructured :uestionnaire

Types of Questionnaire Items(Cohen, Manion, and Morrison% 2002

Closed questions% prescri&e the range o" responses "ro# which the respondent #a$ choose.

The$ can generate "requencies o" response a#ena&le to statistical treat#ent and anal$sis.

The$ also ena&le co#parisons to &e #ade across groups in the sa#ple. The$ are quic!er to

code up and anal$se. The$ are directl$ to the point and #ore "ocused.

e.g. dichoto#ous, #ultiple choice, constant su#, ratio)data, and rating scale

*pen)ended questions% ena&le respondents to answer as #uch as the$ wish, and are

particularl$ suita&le "or investigating co#ple- issues, to which si#ple answers cannot &e

provided.


5/7

Docu#ent Anal$sis


The detailed e-a#ination o"

docu#ents produced across a

wide range o" social practices,

ta!ing a variet$ o" "or#s "ro#

the written word to the visual

i#age. The signi"icance o" the

docu#ents #a$ &e located in the

historical circu#stances o"

production, in their circulation

and reception o" the ite# and

also the social "unctions,

interpretations, e""ects and uses

that #a$ &e associated with

the#. A wide range o"

docu#ents is availa&le to the

social researcher. 9ersonal ite#s

such as diaries, letters, aide)

#e#ories , shopping lists and

photographs produced as part o"

ever$da$ e-istence #a$ "or# a

private docu#entar$ record,

evidence o" the wa$ lives are

lived and how the social world is

engaged with &$ individuals and

social groups at di""erent ti#es

and in di""erent places. (Christ

arton%200>

Can provide insight into what

people thin! and what the$ do.

no&trusive, #a!ing reactive

and investigator e""ects ver$

unli!el$.

Can &e collected "or ti#e

periods occurring in the past

(e.g., historical data.

9rovides use"ul &ac!ground

and historical data on people,

groups, and organi


6/7

Conclusion

There are co##on #ethods used o" data collection used in qualitative research, such as

o&servation, interviews, questionnaire and docu#ent anal$sis. The present paper has

discussed discussion the de"inition, strengths, wea!ness and the t$pe. In selecting the

data collection procedures, a researcher should &e speci"ic a&out the t$pes and include

argu#ents concerning the strength and wea!ness o" each t$pe. 'owever, as pointed out

&$ Cohen, Manion, and Morrison (2007, p. 86>, there are another "or#s o" data

collections #ethods in qualitative research such as accounts, tests, personal construct

and role)pla$ing. These #atters are hope"ull$ to &e ela&orated in opportunities to co#e.

This data collection #ethod can &e e""ectivel$ applied to #an$ other research areas

using the techniques descri&ed in this paper.

Cohen 3., Manion, 3., and Morrison, =. 2007.Research Methods in Education (si-th

edition. ;ew For!% outledge.

Darlington, F. and +cott, D. (2002.Qualitative Research in Practice: StoriesFrom The

Field. Crows ;est% Allen nwin.

1rad$, M. 9. 6B.Qualitative and Action Research: A Practitioner Handbook.Indiana%

9hi Delta =appa 5ducational Goundation.

http%??sr#o.sagepu&.co#?view?the)sage)dictionar$)o")social)research)#ethods?n7.-#l

/ones 3. and +o#e!h, @. (200. *&servation. Research Method for The Social

Sciences edited b Somekh !. and "e#in$ %.3ondon, Thousand *a!s, ;ew

Delhi% +A15 9u&lications 3td.

Mac!, ;., oodsong, C.,Mac:ueen, =. M., 1uest, 1., and ;a#e$, 5. (200.

Qualitative Research Methods: A &ata %ollector's Field (uide. ;orth

Carolina% Ga#il$ 'ealth International.


7/7

itchie, /. (2008. The Applications o" :ualitative Methods to +ocial esearch.

Qualitative Research Practice edited b Ritchie ). and "e#is ). 3ondon,

Thousand *a!s, ;ew Delhi% +A15 9u&lications 3td.

Documents

Data Collection_tugas Kuliah