WEEKLY
JOURNAL REFLECTION
Meeting
1 – 9Th Sept 2015
Qualitative
and Quantitative Research Method
A. Knowledge Representation
a.
What I know
The
term of research has defined by many scholars from many perspective around the
world. One defines that the term “research” constitutes the activity to do know
something and to publish that “something” to another people. The other
definition is that research is the systematic investigation into and study of
materials, sources, etc., in order to establish facts and reach new
conclusions. Thus the term of research from my own opinion is that the
systematic activity of investigation and study of materials, sources, natures,
data etc., in order to establish and reinvent the new findings or conclusions.
There
are many kinds of research method based on the field of study or interests. The
most two familiar and popular research method in the world are qualitative and
quantitative method of research. Qualitative research method has been the most
popular method in recent years particularly in language teaching field. This
method interested in the quality of something towards the function or the use
of it in the practice. Then, another research method is quantitative research
method. This method is focused on the relationship between the theory and the
real practice.
a. What
I don’t know
In this journal, I want to break down the
things that I don’t know about this chapter. I don’t know what is the
fundamental things in research method particularly in English language
teaching. Also I don’t know about how the method works from one situation to
the other situation, and how to determine the topic that is to be researched.
b. What
I understand
I understand that the very important thing
in studying the research method is that I have to know the various kinds of
method and the surrounding subject. Also, it is crucial to determine what topic
that I interested in to be researched as soon as this subject is demanding
myself to do that.
c. What
I don’t understand
So far, many things that I don’t
understand about this chapter and about the description of each method. I don’t
understand particularly in how to start the research based on my capability.
The thesis that I should take in the future must be determined from now so I
can do the research effectively and efficiently.
B.
Reflection for Myself
Returning
the case that I should more active and reactive in this subject to enhance my preparation
in facing the challenge in research. I must have the capability more than the
others as the challengers. Thus, I can finish my study in this beloved campus
as soon as possible and make proud of myself and My beloved parents that are
always give the support and power along this time.
Name : Denny Nugraha
Signature :
WEEKLY
JOURNAL REFLECTION
Meeting
2 – 16Th Sept 2015
Quantitative
Research Method
A. Knowledge
Representation
a.
What I know
Quantitative
research is mainly a kind of research that is concerned about the testing and
analyzing the theory. It has many aspects of instrument which then determines
the result of the research itself. Those are the variables and the relationship
among the variables in it. Variables in the quantitative research involve
dependent and independent variable, the moderator, variable of control, and
intervening variable. The relationship between the variables in this research
method is called cause and effect relationship. The cause and effect here means
the relation between, for example, the variable A and the variable B. For
example, the relation between eating rujak (cause) and stomach ache (effect).
Furthermore,
there are various variables that influence the relation between the cause and
the effect. The first is the dependent and the independent variable that are
respectively associated with the term of cause in above. Dependent variable
constitutes the variable that is caused by the independent variable, and
independent variable is the variable that causes the dependent variable. For
example, eating rujak is the independent variable, because it causes the
stomach ache and so the stomach ache is the dependent variable because it is
caused by eating rujak. The next is moderator of variable that is the variable
which can increase or decrease the tension between dependent and independent
variable. For example, the moderator of eating rujak and stomach ache is the
level of spicy from the chilies etc. The control variable is the variable that
is kept to be remained outside of influencing the dependent variable. For
example, the control variable of stomach ache is the stressful head or the
tired body etc.
b. What
I don’t know
In addition, here I still have some of the
things that I miss about this chapter. First is about the intervening variable
that is included in above explanation because I missed it. Also I don’t know
about the detail of the two points on the kinds of quantitative research which
are namely both experimental and non-experimental quantitative.
c. What
I understand
After the class, I understood that the
basic comprehension about quantitative research that it is concerned the theory
testing because it tests the theory of the compared variables. The reason why
hyphothesis is the theory testing is because hyphothesis derives from the
theory. Also, it is crucial to understand that the principle of this kind of
research is to try something and then observe it. The things that we can test
must have the two variables or more to be compared and also the comparer
(change or not, before and after). Though it should have the theory that
support the thing that we will research about.
d. What
I don’t understand
So far, many things that I am still
confused about. First, I don’t understand about how to describe and apply the
kinds of experimental quantitative such as pre-quasi, quasi, and the true
treatment. Also about the non-experimental one.
B. Reflection
for Myself
Here,
the reflection of my learning that I have to be more active in searching the
relevant resources about quantitative method. Many things that I have to
explore about this time to get myself ready to do the research.
Name : Denny Nugraha
Signature :
WEEKLY
JOURNAL REFLECTION
Meeting
3 – 22Nd of Sept 2015
Quantitative
Research
A. Knowledge
Representation
a.
What I know
The
quantitative research involves two main research designs for the data analysis
in further step. The two designs are experimental design and non-experimental
design. Furthermore, the experimental design is divided into three types of
research design which then indicate some characteristics. Those types are the
pre-experimental design, the quasi experimental design, and the true
experimental design. In addition, the pre-experimental design is recognized as
the design that has only one test and one group/class in the research. Then the
quasi experimental design is the design that has only treatment in the
group/class of experiment, not in the group/class of control. But in this
design, it has two groups/classes. The true experimental design has two
groups/classes that the treatment is offered to them by observation or test.
b.
What I don’t know
The
quantitative research does not only involve the experimental design, but also
the non-experimental design. The non-experimental design is categorized by some
characteristics in research observation. It has no treatment, non-cause and
effect problem, involves the prediction, relationship, direction and strength
of the relationship between the two variables which are dependent and
independent (x and y). However, I do not know what are the types of
non-experimental design and how I do this design.
c.
What I understand
In
this meeting, I realized that I understand the types’ characteristics of both
experimental and non-experimental design. Then the data analysis is main
problem in determining the design.
d.
What I don’t understand
After
I learned about the description of research, many things that I am still
confused about. First, I don’t understand about how to apply the types of
non-experimental quantitative which has many characteristics. One of them is
the existence of prediction and relationship study in this kind of research.
B. Reflection
for Myself
Here,
the reflection of my learning about this week that I have to learn more and
more in searching the relevant resources about quantitative research method.
Many things that I have to explore and search about this time to get myself
ready to do the research of quantitative in the right way.
Name :
Denny Nugraha
Signature :
WEEKLY
JOURNAL REFLECTION
Meeting
4 – 29Th of Sept 2015
Quantitative
Research and Data Analysis
A. Knowledge
Representation
a.
What I know
There
are five things to be pondered in this meeting that I learned. Those five
things are data, instrument, data analysis, validity, and reliability. First,
the data is a bunch of values of one or more variables. There are four kinds of
data which are recognized as the basis of research’s component, they are;
nominal data, ordinary data, interval data, and ratio data. Nominal data is the
data which is indicated by the existence of the labels. For instance, the label
of male and female. They cannot be equated to be the other form. The ordinary
data is the data that is related with the form of ranking, for example, the
data of the winner of the game (1St, 2Nd, and 3Rd).
The interval data is to do with the data of a range of numbers, for instance,
100-95, 94-90, and 89-85. The last is the ratio data which is concerning with
the exact number that is not less or more. For example, 2/4 = ½ = 0,5.
Instrument
is about to treat and collect the data with one or more tools and techniques.
The techniques of the research are such as observation, interview, and surveys.
Whereas the tools or instruments are like observation schedule, interview’s
questions, and internet surveys/census. Data analysis is about about the way
how to analyze the data with some selected instruments to gain the findings
from the data collections. The analysis should be done by some requirements of
the common research such as validity and reliability. Validity is to yield the
acknowledgement from the others about the research. Then the reliability or
replicability is the capability of the analysis that can be applied in other
places.
b.
What I don’t know
There
are some notions in this meeting, they are concerning with the data analysis
and its rules in research. I do not know about how to analyze the data so far
and the characteristics of itself. When we collect the data, then the next that
we have to do is to analyze the data by our own selected insturments and tools.
c.
What I understand
I
understand that the quantitative research is to do with some components like
the data, data collection, data instruments or tools, and data analysis. The four
kinds of data can be analyzec by one or more instruments of the data analysis.
They depend on what is the characteristics of the data itself.
d.
What I don’t understand
I
do not understand yet about the data analysis and how to determine the data
instruments by relating to the kinds of data analysis. Because of here it does
not mention the kinds of data analysis, then I cannot recognize the way to
analyze the data.
B. Reflection
for Myself
I
have found myself difficult to understand the material so far about the data
and its analysis in the quantitative research. So that, I realize that I am
still learning and trying to know what I do not know and understand what I do
not understand so far. In this opportunity I hope I can explore the material
given by Mr. Tedi in the class by the deep comprehension about this subject.
Name :
Denny Nugraha
Signature :
WEEKLY
JOURNAL REFLECTION
Meeting
5 – 6Th of Oct 2015
Quantitative
Design (Pre-experimental Design)
A. Knowledge
Representation
a.
What I know
The
quantitative research has two kinds of research, they are experimental and
non-experimental design. The experimental design is further explained in this
meeting. Experimental design has three types of design, they are
pre-experimental design, quasi experimental design, and true experimental
design. Every type of design has some parts that can be used in a case design,
such as in pre-experimental design. Pre-experimental design has a group of to
be researched, it is experimental group. In this group, there is no need to
take the randomization or we can call it by ‘no random assignment used’. Then,
pre-experimental design has one-shot case study, one group pretest-posttest
study, and static group comparison study. They have differences in carrying out
the number of observation.
One-shot
case study puts an observation after giving the tretment to X variable through
the test. One group pretest-posttest study has two kinds of observation. First
observation is implemented before giving the treatment to X variable as a
pretest. Second observation is carried out after giving the treatment as
posttest. But, for the static group comparison study, it puts the observations
(pretest and posttest) in the end of the research after giving treatment to X
variable.
Quasi
experimental design has two groups to be researched, they are experimental and
control group. They are not taken by randomization. Before X variable is
observed, there is a test and experiment. Then, we can start the first
observation (pre-test) and second observation (post-test). There is a
treatment, but it is just for the experimental group. There is no need to give
the treatment to the control group.
True
experimental design can be called as a perfect design because it has two groups
which are experimental and control group. They are taken by randomization. They
have two observations for every group. First is in experimental group, we do
the observation (pre-test) before giving the treatment to X variable. Then,
there is the last observation (post-test) in the end of the research. The
second is in the control group, we just give the pre-test and the post-test
without any treatment.
b.
What I don’t know
Sometimes
it is not easy to know which is the design that we want to apply into our own
research. In the experimental design, it has been recognized that the design
has three different types of design. The nature of the design is to solve the
research problems and to gain the research’s purposes which are determined by
the researcher.
c. What
I understand
In
the earlier of this meeting, I am able to understand the design about the
quantitative research. So that, in indicating what is each design is not
difficult. But then remembering that each design is totally different one
another, I find myself difficult to mark the distinctive features of each
design.
d. What
I don’t understand
As
it is explained above, that I cannot make sense the distinctive features of
each design in the experimental quantitative design. I do not understand how to
apply the design which is appropriate when I do the research.
B. Reflection
for Myself
Recently,
that I can learn how complex the quantitative research is. So that, slow but
sure I can understand the differences between the experimental and
non-experimental design. Then, the experimental design can be divided by the
three designs which are described by the lecturer. I am still identifying how
the pattern of each research design work and how to use this pattern into a
research.
Name :
Denny Nugraha
Signature :
WEEKLY
JOURNAL REFLECTION
Meeting
6 – 13Th of Oct 2015
Qualitative
Research Methods and Traditions
A. Knowledge
Representation
a.
What I know
Qualitative
research is designed to reveal a target audience’s range of behavior and the
perceptions that drive it with reference to specific topics or issues. It uses
in-depth studies of small groups of people to support the construction of
hypotheses. The results of qualitative study are descriptive rather than
predictive. Based on the significance of qualitative study, there are some
traditions of study in qualitative research. They are namely narrative study,
phenomenology, ethnography, grounded theory, and case study.
Firstly,
narrative study is a term that subsumes a group of approaches that in turn rely
on the written or spoken language or visual representation of individuals.
These approaches typically focus on the life of individuals as it is told
through their own stories. Moreover, the emphasis of the study in such
approaches is based on the story, typically both what and how is narrated by
the individual. Narrative research may be considered as both a research method
in itself but also the phenomenon under the study.
Secondly,
phenomenology tradition can be considered as a philosophical approach to
undertake the qualitative research. The goal of phenomenology is to comprehend
how people view the world, and how this view may vary from commonly held views
by focusing on a individuals’ subjective interpretations of what they
experience in one phenomenon. Phenomenology is conducted by interviewing the
subjects to learn their impressions, and is frequently used in many fields such
as psychology, sociology, and social work.
Furthermore,
the ethnography study draws from anthropology, in which an entire culture is
studied by an outsider of researcher. Although ethnography was initially
concerned with geographic location and ethnicity, the definition has expanded
to include any organization of group, allowing for the study of particular
organization’s culture. The most common ethnographic approach is simply to
observe the participants by becoming immersed in certain culture, taking
extensive notes about observations and impressions.
Fourthly,
initially developed in the 1960s, grounded theory researchers attempt to
develop theories about the phenomenon that it is being studied, but these
theories must be grounded in observation. As a result, core theoretical
concepts are identified while the data is being gathered. Linkages between the
theoretical concepts and the data are then formed. Since each new observation
can potentially lead to a new linkage, the process never really ends, and only
stops when the researcher decides to conclude his study.
Lastly,
a case study research presents a detailed analysis of a specific case. It
focuses on one specific facet, such as a person, a group process or an
activity. The processes involved in preparing a case study are
interdisciplinary, so a variety of different theories and concepts can emerge
when it comes to interpret the case study.
b. What
I don’t know
I don’t know how to choose a kind of qualitative
tradition that is appropriate with my own research.
c. What
I understand
I understand that the theories in qualitative
studies has emerged in many fields. The characteristic of each tradition has
their own perspective in dealing with the theory.
d. What
I don’t understand
I do not understand enough about the variety of
different theories and concepts that might occur in the case study research.
B. Reflection
for Myself
I have to more and more in observing the
tradition of qualitative research for my own study. Although I am still rather
confused about my own research, but I have to fight for the best of me.
Name :
Denny Nugraha
Signature :
WEEKLY
JOURNAL REFLECTION
Meeting
7 – 20Th of Oct 2015
Qualitative
Research – Principles
A. Knowledge
Representation
a.
What I know
There
are some principles in qualitative research to depict the kind of data sources
and data analysis. The first one is about one key concept that explores a
central phenomenon. The second one is to ask participants, broad, and general
questions. This yields a result which is in form answer (words). The third one
is to do with collecting the detailed views of participants in the form of
words or images. And the last one but no least is analysis and coding the data
for descriptions and themes.
b.
What I don’t know
I do not know about the other principle of
qualitative study that I may not know yet in this paper. Because it is possible
to explore not only the four principles above.
c. What
I understand
Firstly,
the one key concept in its principle explores a central phenomenon of specific
reason. This concept is followed by asking the participants that are involved
in the study. The central phenomenon that is being observed is the starting
point for the researcher in defining what is the matter or subject that he
wants to know.
Secondly,
asking the participants about the broad and rather general questions in the
matter of research. It cannot be included that the participants are asked to do
their responses to prove that they are truthful. In this stage, the researcher
explores the answer from the participants in the form of words (descriptive).
Thirdly,
the researcher collects the detailed views of participants in the form of words
or images. This means that the participants are free to give their own opinions
or point of views about the matter. But the description of those opinions or
point of views is in detail and clear explanation. So that the researcher can
make a clear inferences too in the end of this stage.
Lastly,
the analysis and coding the data for descriptions and themes in terms of
getting the obvious data. In this stage, the researcher analyzes and codes the
collected data in order to make the final interpretation. The principle of this
stage is based on the description of qualitative study that the data sources ar
real-world situations.
d.
What I don’t understand
I do not understand about the emphasis of one of
principle in the qualitative study is a holistic approach. The term of holistic
approach still makes me rather confused. And also that the qualitative study
illuminates ‘the invisibility of everyday life’, I do not understand what the
meaning is in this case.
B. Reflection
for Myself
Still there are many things that I do not learn yet
about the qualitative study, mainly about its principles. I hope I can
understand as much as possible in the next meeting and discussion. Because I
realize that this is really important for me in order to help my understanding
of the study.
Name :
Denny Nugraha
Signature :
WEEKLY JOURNAL REFLECTION
Meeting
8 – 27Th of Oct 2015
Research
Area on Language and Education
A. Knowledge
Representation
a.
What I know
Qualitative
research has been known for its significance on the area of language teaching
and education for many years. In this area, the researches usually are
conducted only in the specific area of language, but also in the relation with
the teaching and education world. In this case, the researchers are assumed
that they are about to embark upon a data-based dissertation-length project
mainly in a specific area of language or language teaching and education of
their choice. However, the secret of a good research is to know what it is
practical to do and what it is wise to do, so here are some questions that can
usefully be asked to the researchers.
There
are many questions that the researchers can ask about language and language
education, but not all of them are suitable for a research project. Some
questions cannot be answered for practical reasons, such as: How many words are
there in all the languages in all the world? Even if researchers could settle
on an adequate definition of ‘word’ and ‘language’, they could never discover
that information. A good research question is one that they can envisage
finding an answer to. So, never just ask the question. They should always
imagine the possible answers and how logically they would find them out. A good
project is something that is doable within the bounds of the available
facilities. To ensure that it is, researchers should plan through the stages
very carefully, listing what they will need in researching this area.
Furthermore,
the researchers should have to eat, sleep and breathe their research project,
perhaps for several weeks or months, so do themselves the favour of choosing
something that they can live with, enjoy and know that they are doing well. It
will make sense to work on aspects of language or language teaching/education
that they have already found rewarding and gained good marks in. In addition,
this area of research have several specific field that can be chosen by
researchers. For example, in the area of language (linguistics) there are such
as macrolinguistics and microlinguistics. Macrolinguistics can be divided into
five specific fields such as phonology, semantic, pragmatic, morphology, and
syntax. Whereas microlinguistics can be divided into four specific fields,
namely psycholinguistics, sociolinguistics, first-language acquisition, and
second-language acquisition.
b.
What I don’t know
There are some questions from me that need to be
answered. The choices in the area of language and language education still make
me confused, what do I know the field that I will conduct the research? And
what should I do then? I am still pondering for answering those questions.
c. What
I understand
I understand that this kind of area has potentials
and needs to be developed as the need of language for human. The research
projects should be as specific as well to make a good focus on what I will
research about. However, in order to do research, I should have questions
because most research engages with one or more research questions– that is,
questions that I will answer through an investigation, rather than just by
reading.
d. What
I don’t understand
I don’t understand so much about the specific area
of macrolinguistics such as sociolinguistics and psycholinguistics in advance.
In this area, only few that I understand so far whether it is their definition
or the usefulness. So that, this can be a challenge of many researchers like me
to choose this area.
B. Reflection
for Myself
Many things that I have learnt this week. But still
there are many things also that I don’t know and understand in order to do my
own research in the area of language and language education. In the one side, I
can comprehend some terms of this area. But in the other side, I have so little
knowledge out of my study.
Name :
Denny Nugraha
Signature :
WEEKLY
JOURNAL REFLECTION
Meeting
9 – 3Rd of Nov 2015
Qualitative
Research – Research Guideline Parts
A. Knowledge
Representation
a.
What I know
In
every research, guidelines are important thing to make a systematic thesis or
research project specially qualitative research. Research guidelines or
research proposal checklists are the format of research procedures in the form
of proposal paper before the research is conducted by the researchers. The
purpose of making this proposal is to create a portrayal of the research that
consists of title, research background, focus of study, research questions,
etc. The researchers should complete this guidelines in order to compose a
systematic and readable description of their research. Here are the elaboration
of the points of research guidelines.
Research
title is the first front insight of the research proposal paper based on the
researchers perspective. This part of the research contains the topic or
subject matter that is intended to be researched and it consists of maximum 14
words. It uses only specific key words telling variables involved in the
research. In addition, it can describe optionally the place of the research
intended by the researchers. For example, Factors
Contributing to Students’ Motivation in Learning English.
Research
background constitutes the background of the research that will be conducted by
the researchers supported by related references. The researchers in this part
of their research talk about the reason why the area of research (subject
matter) is important. Therefore, they should include some review of related
literature or the previous studies in the same/related field. They also have to
provide the research concerns/clusters in the field based on the related
literature, i.e., Sociolingustics. Furthermore, the clarification of the
position of the current research in relation to the review of related
literature mentioned above is needed to make a clear objective of research.
Then,
focus of study is the identification of the list of topics or issues in the
field of this research. It depicts the focus of the researchers in their own
study in this part of the research. The specification of topic or issue that
the researchers intend to investigate should be written here. Accordingly, the
researchers provide the reasons why they choose the specific issue under
investigation. This include the limitation of their study to the things in the
title of the research.
Lastly,
research questions are a set of questions that the researchers try to answer
through their research. Good research questions are questions that the
researchers can envisage finding an answer to. So, never just ask the question.
The researchers should imagine the possible answers and how they would find
them out. These questions should be clear in order to depict the complete
knowledge of the purpose of the research.
b.
What I don’t know
In this opportunity, I still don’t know how to make
a good research background and also the research questions. The characteristics
that have been mentioned above still cannot make me lack of the knowledge in
terms of these part of the research guidelines. Therefore, I need an example of
this part to make a clear comprehension.
c. What
I understand
I understand that how to make questions research
because they will lead to the purposes of my own research. The option that is
intended by me is not enough to support my description about the guidelines. So
that, the further information is needed for me to complete my knowledge in this
part of the research.
d. What
I don’t understand
I don’t still understand about the background of my
own research, but the explanation above about research background is enough for
me. Also, the I don’t understand about the limitation in the focus of study.
Because, it is important to understand my focus before I do the research.
B. Reflection
for Myself
The research guidelines here are some of the front
insight of the research in every area. The researcher should be aware of the
parts of the guidelines, especially in these parts. Because these determine the
whole of the research that will be conducted by every researcher. So that, I
have to learn more about these guidelines to make a better research proposal in
the future.
Name :
Denny Nugraha
Signature :
WEEKLY
JOURNAL REFLECTION
Meeting
10 – 10Th of Nov 2015
Proposal
Check-list – Qualitative Research Types
A. Knowledge
Representation
a.
What I know
Proposal
check-lists or research guidelines is a set of sequence of things to make a
systematic research project specially qualitative research. The system of the
guidlines refer to the types of the research that is intended by the
researchers. This will further determine the steps of the research in order to
create a good sequence of research project. Additionally, the word ‘checklist’
is to portray the list of steps that exist in the research project or proposal.
There are two kinds of qualitative research that influence the element of
guidlines in research proposal, those are namely textual qualitative research
and non-textual qualitative research.
Firstly,
the textual qualitative research is a kind of qualitative research that
provides the research in analyzing certain texts. This kind of research also
can be called as the content analysis design in qualitative research. The
guidelines of this research is structured differently with the non-textual
research. The distinctive point of this research is mainly in the part of
research system or steps (techniques and instruments). In addition, the content
of the selected text is analyzed by the researchers in the form of description
based on the facts and characteristics in the text. Therefore, there are not
any participants or respondents in this kind of research, because the focus or
emphasis of the researchers is on the text that will be researched. Thus, the
purpose of the textual research is to explore the potentials of the text
without the relation of respondents as the sample.
Lastly,
in the significance of qualitative research, the other type of the research is
non-textual research. Not like the textual research, the non-textual research
is emphasized on the relation between the phenomena that involved the
participants or respondents. Although the text or content of language can be
used in this research, the researchers describe the respondents as the main
part of their research. Additionally, the guidelines of this research are
basically similar with the textual research, but it has been known that this
research is the most complex than the other. The existence of respondents give
more contribution to the researchers in order to gain the data of their
research.
b.
What I don’t know
Based on the explanation above, I observe that the
non-textual qualitative research is the most complex research. I choose
non-textual research, but in fact I don’t know how to manage the sequence of
research guidelines in this type of qualitative research. The more complex of
research, then the more systematic and complicated the guidelines.
c. What
I understand
In further, I understand that the differences
between the textual and the non-textual research in qualitative research. I
realize that I choose non-textual research because the subject matter of my own
research needs the significance of respondents in order to contribute the data
collection based on the research guidelines. The use of this research depends
on the input that is offered by the researchers to the specific field.
d. What
I don’t understand
So far, in this journal I still don’t understand
about the usefulness of the textual research in the area of language
teaching/education. So I choose non-textual research partly because of that I
am still confused with the significance of textual research in language
education. I have to explore more about the importance of textual research for
the complete comprehension.
B. Reflection
for Myself
To this extent, I found that I can understand the
significances of non-textual research in the field of language education since
that I have studied in this semester. I should not judge that textual research
has nothing to do with this field. I think I have to broaden my knowledge and
perspective of qualitative research.
Name :
Denny Nugraha
Signature :
WEEKLY
JOURNAL REFLECTION
Meeting
11 – 17Th of Nov 2015
Proposal
Check-list – Research Guidelines Part 2
A. Knowledge
Representation
a.
What I know
The
proposal check-lists of the research has several features to depict the
project’s sequence step by step that will be applied by the researcher. The
characteristics of those features depend on the type of research such as
textual and non-textual qualitative research. In addition, the first three
guidelines have been denoted in the previous journal. therefore, in this
opportunity, the next guidelines will be elaborated here. Those guidelines or
check-list are namely the aims of the research, the significances of the
research, previous studies, and the frame of thought.
First,
the aims of the research are portrayed to determine the destination of the
research based on the research questions. In this part of the research, because
the research should have at least two questions, then the aims of the research
should follow those questions. The researchers explore the questions as their
willing to answer their questions as their objective in their research. Through
the clear and good questions, the researchers have the clear and absolutely
better aims of their research.
Second,
the significances of the research give some considerations of how important the
research is. The researchers explain their reason for choosing the area or its
specific field they intend to research. Additionally, they first mention the
significance of the research theoretically. Then, the contribution of the
research in the theory of the field and in the field of, for example, English
language teaching. Thus, these considerations are expected to be real after
exploring the research totally.
Third,
the previous studies are elaborated in the research to highlight some very
closely related studies to the researchers’ current study. The discussion of
every study that is related to the research should be done by the researchers
per paragraph of the paper (one study one paragraph). Moreover, the
clarification of the real ‘gap’ between the previous studies discussed above
with the current study is necessary to strengthen the current research. Also
the study position in the field should be located as well as the previous
studies mentioned.
The
last but not least, the frame of thought is the thing that exists in the
current research and in the previous studies. In this part of research, there
can be more than two things exist in the research. These things should be
completed by their definition, specification, kind, and references. Then, the
belief on those things in the research is also mentioned that ‘things’ have
certain relation or position in the researchers’ perspectives. The logic and
arguments of the researchers should be placed here as they support those things
with relevant references.
b.
What I don’t know
After reading to the explanation above, I found
myself unfamiliar with the notion of the frame of thought in the research. I
don’t know how to describe this part of my own research. The further
explanation is needed to know how to arrange this kind of frame in the
significance of my reseaerch.
c. What
I understand
There are some things that I can understand in the
above explanation. I understand that all elements of the research (research
guidelines) are connected each other. So that, I should refer back to where I
find any difficulties about the research. Then, I understand that they cannot
be separated in different places because they have to be always in sequence to
make a systematic research project.
d. What
I don’t understand
I don’t understand that whether the frame of thought
is about the theory of my subject matter or not. I am not familiar with this
term and it is new for me during I learn about the research methodology course.
Thus, I need some informations and explanations about this on the relevant
sources.
B. Reflection
for Myself
Practice makes perfect. In order to make I
understand about my own research guidelines, I have to try to practice step by
step as early as I can. Because the time is constant and running out quickly.
So that, I may not waste the time. Act now!
Name :
Denny Nugraha
Signature :
WEEKLY
JOURNAL REFLECTION
Meeting
12 – 24Th of November 2015
Proposal
Check-list – Research Guidelines Part 3
A. Knowledge
Representation
a.
What I know
The
notion of research check-lists or guidelines has been the first essential thing
in the practice of research. It consists of steps or phases of research that
simply have to be followed by the researchers. Those steps are the
representation of the idea or point of view of the researchers in order to
portray what they want to do in their research. Furthermore, in the previous
journal, there were seven steps that had been revealed. Thus, in this journal,
the next steps of the guidelines that will be elaborated here is about the
research method, which in further consists of the research setting/source of
data, population and sample, and the research design.
Firstly,
research setting or source of data is the description of setting of place that
will be used by the researchers as their source of data. They should clarify
this in the notion of research method in order to inform about where they will
conduct their research. In addition, there should be the reason why the
researchers choose the selected place of research/source of data supported with
the relevant references if any. It is important for them to reason behind the
selection of their source data that will be the place of participants or respondents
that will be useful for them as the one of components of their research.
Therefore, it has been the first thing that should be identified and determined
in the notion of research method.
Secondly,
the population and sample depict the information about the number of
participants or respondents that will be involved in the research. The
researchers should mention the total of population before deciding to determine
the sample from it. And also there should be the classification about the
components in the population such as the categorization of respondents etc.
Then, the sample of the research is the part from the mentioned population
determined by the researchers. The researchers should specify the samples for
their research after the description about population. Moreover, they also have
to provide their reasons on choosing that sample. Thus, still in the notion of
research method, the researchers should have their own ideas and reasons about
what and why the things should exist in their research.
Last
but not least, the research method check-lists also include the representation
of research design. Research design check-lists contain the information about
the approach and the design of the research. The approach of the research that
is employed by the researcher such as qualitative or quantitative approach.
Then, the researchers should specify the design of their research. The research
designs that can be applied by them are like descriptive qualitative, content
analysis (textual qualitative), and/or discourse analysis. In addition, the
reasons of choosing one of some designs of the research above should be
mentioned by the researchers. Also, they can support their ideas on the
selected design of the research with the relevant references.
b.
What I don’t know
In this opportunity, I still don’t know about the
population that I should mention in my own research proposal. I hesitate that I
might be wrong in determining the total population and the sample from it. So
that, because of this is the first research in my study, I have to widen again
my knowledge.
c. What
I understand
After writing the above explanation, I understand
that the research method is included as the important part in my own research.
I can see that not all check-lists that have so many parts inside. The choices
are possible since the researchers decide to do their own research.
d. What
I don’t understand
I don’t understand about how to describe the right
description of population and sample and also about the categorization between
them. It is not easy as I write the explanation above, and still I find myself
difficult to understand them to be my focus in this research. Thus, I have to
understand them whatever they are.
B. Reflection
for Myself
The more experience that I undertake, the more comprehension
that I can achieve. That’s way I have to assume about the research in my study.
I am sure that I can do and finish my study in time.
Name :
Denny Nugraha
Signature :
WEEKLY
JOURNAL REFLECTION
Meeting
13 – 1St of December 2015
Proposal
Check-list – Advanced Research Guidelines
A. Knowledge
Representation
a.
What I know
In
advance, the research guidelines or project proposal check-lists are
characterized by the systematic agreement certainty of research by the experts.
The characterization of components in this agreement is simply influenced by
the kinds of research and also the design of research itself. In the previous
section of this journal, it has been defined about the notion of research
methods and designs that should be selected by the researchers. Thus, in this
journal, there is one chapter of the guidelines after the notion of research
method and design, that is the research system which has several points in the
research project/check-list. Those points are steps of the research, techniques
and instruments of collecting data, and the data analysis of the research.
In
the first place, the steps of the research describe the procedure of research
that will be conducted by the researchers. These steps should be mentioned by
the researchers in order to help themselves as one useful guideline in doing
their research, i.e., collecting data, data analysis etc. In addition, the
researchers should mentioned that how many steps are in their research. By
knowing the steps of the research, they can refer whenever they need to find
what are the lacks of their research. Furthermore, they should also inform that
in deciding the steps, they adopt or adapt the steps from one, two, or more
references if needed. Thus, in the end of this check-list, the researchers have
to list the steps in their own research.
Then,
in the second place there are the techniques and instruments of collecting data
of the research. The techniques are some sets of way in collecting research
data that are determined by the researchers. For example, Many kinds of
researchers use audio- or video-recording in order to avoid having to make
frantic notes at the time and risk missing important information. The use of
audio or video recording is one of many techniques in collecting the research
data. In most circumstances, audio data is sufficient, but it is certainly
worth considering using video equipment. With modern digital technology, either
audio or video should provide the researchers with excellent sound quality
provided them have a good microphone but if they have several informants,
especially children, it may be difficult to tell their voices apart if there is
no visual corroboration.
Furthermore,
in the last place, the data analysis functions to treat the data collection
that are gained by the researchers using certain techniques and/or instruments.
For any analysis to be valid, the transcription of the data collection must be
accurate. This is a time-consuming activity, as the researchers may have to
listen to the same stretch of tape (recording) many times, especially where
several people are speaking at the same time. Therefore, they should not be
over-ambitious about the quantity of data transcription. Thus, the data
collection and data analysis are related each other inside the notion of the
research system.
b.
What I don’t know
After writing this journal, I realize that I still
don’t know about the kinds of research techniques and instruments. I also don’t
know the differences between the notion of techniques and instruments in the
research. Thus, I don’t know how to determine the techniques and instruments
for my own research.
c. What
I understand
In this journal, I understand that there is a
complex relation between the notion of the data collection and the data
analysis. It is because I know that the data analysis is about how the
researchers treat the data collection. So that, I can see that these research
system guidelines are essential in my research.
d. What
I don’t understand
I don’t understand how choose the data collection techniques
and instruments for my own research. Because there is no comprehension about
the relation between the research design with the research system. Therefore, I
should try to find out about this from now.
B. Reflection
for Myself
Time is money, but not money can’t be time. In line
with this, I have to use my time in doing the research wisely. Because life can
be changed by those who can change theirselves personally. Keep spirit for me!
Name :
Denny Nugraha
Signature :
WEEKLY
JOURNAL REFLECTION
Meeting
14 – 8Th of December 2015
Proposal
Check-list – The Final Research Proposal
A. Knowledge
Representation
a.
What I know
In
the final research proposal, there are many important things that have to be
concerned by the researchers. These essential things are the factors of the
success of research proposal to be approved by the research supervisors. In the
previous journal, it has been familiar that these factors mainly in the
significance of research guidelines are as the starting point before the
researchers conduct their research. In addition, the final proposal or research
project should include some research check-lists that are not introduced before
in the previous journal. The check-lists are namely data findings and
conclusions, research timeline, and references. Therefore, the characteristics
of these check-lists will be elaborated below.
Firstly,
data findings and conclusions are the results of the data analysis using some
certain techniques and instruments. The researchers put their analysis of the
data collection in order to make conclusions and declare their findings in the
final of their research. In the research proposal, this feature consists of the
description and elaboration about how the researchers will conclude and the
portrayal of their research findings. Before they make any conclusions, they
should take their analyses back to the literature (theory in use), comparing
what they have found with what they discussed in the literature review, and
commenting on what it means.
Secondly,
the research timeline is the time-management made by the researchers in
finishing their research. The researchers have only limited time to achieve
their goal. If they want their work to be as good as possible, then it means
not rushing it, but also not wearing themselves out. They need to use their
time well and know when to stop. They will have other things to do at the same
time as the project, including, quite possibly, other deadlines to accommodate.
Only by planning can the researchers really identify what needs doing, in what
order, and how long it will take. If they don’t have some idea of this, they
are leaving a great deal to chance.
Lastly,
the references of the research contain some source of the theories or studies
that are used in the research mainly in previous studies and frame of thought.
In addition, the researchers should avoid just reading things that might be
relevant in some general way. Always know why they are reading something and
what they hope to find out, and they shouldn’t make notes that are not specific
to your work. Rather than ending up with separate pages of notes for each book
or article they read, make the notes under the headings for which they are
appropriate, so any page of your notes will contain references to several
different works.
b.
What I don’t know
I still don’t know how to manage the time for my
research since it is the first time for me to do the research. I am still lack
of knowledges and experiences about making a proper schedule in research
proposal. So, I have to be more active to read from many sources as possible as
I can.
c. What
I understand
The researchers should know correctly about the
existence of research data findings and conclusions in their research. As far
as I understand that these are to do with the significance of data analysis and
data collection. And also the characteristics of research timeline in my own
research as the real schedule.
d. What
I don’t understand
In this final elaboration, I still do not understand
about the data findings/conclusions and the research timeline, especially on
how to describe the data findings/conclusions and to determine the research
timeline. I have to explore more about these before I really conduct the real
research. Stay in passion and be cool!
B. Reflection
for Myself
For the final reflection, I want to say that I am
sure that I can do this research step by step as it is stated in the research
guidelines. I have to follow the research check-lists/guidelines in order to
systemize my own contribution. In the last words, I can reflect my readiness
for this research appropriately.
Name :
Denny Nugraha
Signature :
