AN INTRODUCTION TO

LANGUAGE TEACHING
RESEARCH
PARLINDUNGAN PARDEDE
UNIVERSITAS KRISTEN INDONESIA
(2010)
What is Research?

Its use in all fields of science which makes it

multifaceted and to define into a single definition.

 In the broadest sense of the word, research is any

gathering of data, information and facts for the
advancement of knowledge (Martyn, 2008)
 Research is an organized and systematic way of
finding answers to questions.
 A careful investigation or inquiry especially through
search for new facts in any branch of knowledge
Definitions (cont.)

 Research as a process of steps used to collect and

analyze information to increase our
understanding of a topic or issue (Creswell, 2008:
3).
 Research can mean ‘re-search’, implying that the
subject matter is already known but, for one
reason or another, needs to be studied again.
Alternatively, it can be used without a hyphen,
which typically means investigating a new
problem or phenomenon (Ross, 2005: 1)
 Significance of Research in LT
• Research enriches knowledge

• Research improves teaching practices

•Research Informs Policy Debates

 Types of Research
INVESTIGATED
GOALS DATA PURPOSES METHODS

Basic Action
Quantitative Historical
Research Research

Applied
Qualitative Descriptive Survey
Research

Explorative Introspective

Experimental Qualitative

Evaluative
Types of Research (cont.)

Basic Research (to acquire

knowledge for the sake of
knowledge), e.g. “The Grammar of
Gayo”

Applied Research (finding a

solution for an immediate problem
facing a society or an organization),
e.g. “The Effect of Using Cartoons
in the English Speaking Class of
Grade XI SMAN 2 Bandung.
Types of Research (cont.)
 Quantitative Research (based on the
measurement of quantity), such as “The
Difference of Reading Achievement
between Students taught Reading Using
Difficult Vocabulary List and Students
taught Reading Using background
knowledge.

 Qualitative Research (concerned with

qualitative phenomenon, i.e., phenomena
relating to or involving quality or kind),
e.g. “The effect of profession and age
towards Dallas’ Female Taxi Drivers in
Dallas”
 More Features of
Quantitative and Qualitative Research
Features Quantitative Research
Assumptions about Single; can be broken down
reality and parts studied.
Role of researcher The researcher and object are
separated (to look at reality
objectively). His role is to
observe and measure. The
researcher controls the
variables.
Purpose of research to generalize, to predict, and
to posit causal relationships
Research questions arrived deductively. The
researcher starts with a
hypothesis.
Qualitative Research
Multiple; it can only be
studied holistically.
The researcher and what is
researched are
interdependent. His role is to
become part of what is being
studied. The researcher does
not intervene
to contextualize and to
interpret.
arrived inductively. The
researcher observes and
formulates questions.
More Features of Quantitative and Qualitative Research (cont.)
Research design The researcher has a
hypothesis and set
methodology. The object is to
summarize data in numerical
indices.
Length of study The study can involve a fairly
short time commitment
Typical data There is a large, random
sample. Numerical indices
involving tests or responses
to surveys are often used.
Data analysis There is statistical analysis.
Research report Technical language is used.
The research design evolves
over time. Once the data is
gathered, the researcher
looks for patterns.
The study can involve a very
long time commitment.
There is a purposeful, limited
number of participants. Field
notes, interviews, and written
documents can all be used.
There is an interpretive
analysis of the data and
categorization of the data.
Descriptive language is used.
Types of Research Based on Purposes
 Historical Research (to reconstruct the past objectively and accurately,
often in relation to the tenability of a hypothesis by employing primary
and secondary data), e.g. How Soekarno learnt to be a Good Orator”.
 Descriptive Research (to describe systematically the facts and
characteristics of a given population or area of interest, factually and
accurately)
 Explorative Research (To explore an new phenomena in order to be
able to explain some aspects of it), such as “Developing a New
Literary Methods of Analysis on Papuan Oral Culture based on Papuan
Values”
 Experimental Research (To investigate possible cause-and-effect
relationships by exposing one or more experimental groups to one or
more treatment conditions and comparing the results to one or more
control groups not receiving the treatment)
 Evaluative Research (To evaluate a going-on event, activity, or policy)
Types of Research Based on Methods

ACTION
RESEARCH
Questionnaires

SURVEY

Interviews

RESEARCHES Verbal Reports

INTROSPECTIV
E
Diary
Studies

Case
Studies
QUALITATIVE

Ethnographies
 Types of Research Based on Methods
 Action Research (a research carried out in the classroom by
the teacher to deliberately intervene a problematic situation in
order to bring about changes and, even better, improvements
in the teaching/learning process).
Example: “Enhancing FKIP UKI’s Students’ English
Pronunciation Through Explicit Teaching”

 Survey (a research method to collect participant responses

on facts, opinions, and attitudes through questionnaires and
or interview)
 Example: “Kindergarten English Teachers’ Perception on the Use
of Communicative Approach for Teaching Young Children”
 Types of Research Based on Methods
 Introspective (a study carried out by teachers by reflecting on their thinking processes,
beliefs and/or experiences in in the teaching process which are described in verbal report
or diary)
Example: “Students’ View in the Importance of Learner-Centered Methods in
Vocabulary Acquisition”

 Qualitative Research:

1. Case study (a research method based on an in-depth investigation of a single individual,

group, or event carried out in descriptive or explanatory)
Example: “The Teaching of English in Law Schools: An Indonesian Case
Study”

2. Ethnography (a research method conducted to interpret what is happening

according to the views of people in that particular context (emic) by having
prolonged engagement with the participants and context)
Example: “Applying English as a Daily Language in Islamic Boarding School
Gontor”
 Research Typology
Based on Control and Structure

(From: McKay, 2008: 11)

RESEARCH PROCESS (Quantitative)
1 2 3
• Define • Literary • FORMULATE
Research Review HYPOTHESIS
Problem

6 5 4
• Analyze Data • Collect Data • Design
(Test Research
Hypothesis)

7
• Interpret and
Report
RESEARCH PROCESS (Generic)-1
RESEARCH PROCESS (Generic)-2
Validity and Reliability
Validity= The extent to which results are consistent
over time and an accurate representation of the total
population under study is referred to as reliability and
if the results of a study can be reproduced under a
similar methodology, then the research instrument is
considered to be reliable (Joppe, 2000: 1)
Reliability is the consistency of your measurement, or
the degree to which an instrument measures the same
way each time it is used under the same condition with
the same subjects. In short, it is the repeatability of
your measurement
(http://www.socialresearchmethods.net /tutorial
Generalizability
Generalizability is the making of
predictions based on a recurring experience.
By considering that if something occurs
frequently, it is expected that it will
continue to do so in the future. Using such
reasoning researchers generalize the
findings of their studies. However, since it
is based on probability, such a
generalization cannot be regarded as
conclusive or exhaustive.
References
Creswell, John W. 2008. Educational Research: Planning, Conducting,
and Evaluating Quantitative and Qualitative Research. New Jersey:
Pearson

Joppe, M. (2000). The Research Process. Retrieved February 8, 2004,

from http://www.ryerson.ca/~mjoppe/rp.htm

Reliability and Validity: What's the Difference? Retrieved July, 18, 2010,
from http://www.socialresearchmethods.net /tutorial

Ross, Kenneth N. (ed.) 2005. Educational Research: Some Basic

Concepts and Terminology. Paris: International Institute for
Educational Planning/ UNESCO.

Sandra Lee McKay. 2008. Researching Second Language Classrooms.

New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.