PDU 202 Qualitative Research Method: Data Collection

PDU 202
METODE KUALITATIF
SEMESTER GENAP 2013/2014

FAKULTAS PSIKOLOGI UNIVERSITAS KATOLIK INDONESIA ATMA JAYA

KULIAH V - 21 FEBRUARI 2014
QUALITATIVE DATA COLLECTION

QUALITATIVE
DATA COLLECTION
ONE DAY OBJECTIVES:
Mahasiswa mampu:
• Mahasiswa memahami metode pengumpulan data kualitatif
• Mahasiswa mampu membedakan masing-masing metode pengumpulan data kualitatif dikaitkan
dengan tujuan penelitiannya

WHAT ARE DATA?

PDU 202 METODE KUALITATIF

Fakultas Psikologi Universitas Katolik Indonesia Atma Jaya

ardhiati © 2014

WHAT ARE DATA?
data

data
data

data


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WHAT ARE DATA?
“data” are the
smallest or lowest
entities or recorded
elements resulting
from some
experience,
observation,
experiment, or other
similar situation.
(Yin, 2011)



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Qualitative data collection
methods essentially provide
extensive, detailed and ‘rich’
data for later analysis.
image blog.soundearphones.com



ardhiati © 2014

Qualitative data collection
methods essentially provide
extensive, detailed and ‘rich’
data for later analysis.

Qualitative data collection is not
necessarily followed by qualitative
data analysis. Qualitatively
collected data may be analysed,
sometimes, quantitatively.
(Howitt & Cramer, 2011)

image blog.soundearphones.com



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DATA COLLECTION METHODS

(Yin, 2011)



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INTERVIEWING &
CONVERSING

OBSERVING

COLLECTING

FEELINGS
(Yin, 2011)



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INTERVIEWING &
CONVERSING

Language (verbal and body)

OBSERVING

People’s gestures; social interactions; actions; scenes and the physical
environment

COLLECTING

Contents of: personal documents, other printed materials, graphics,
archival records, and physical artifacts

FEELINGS
Sensations

(Yin, 2011)



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INTERVIEWNG & 
CONVERSING
researchers ask one or more participants general, 
(open-ended) questions and record their answers;
involve an interaction between 
an interviewer and a participant (or interviewee).

(Creswell, 2012; Yin, 2011)



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INTERVIEWNG & 
CONVERSING
researchers ask one or more participants general, 
(open-ended) questions and record their answers;
involve an interaction between 
an interviewer and a participant (or interviewee).

STRUCTURED

QUALITATIVE/
IN-DEPTH

FOCUS 
GROUPS



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TYPES OF 
INTERVIEWING

STRUCTURED INTERVIEWING

image renaissancestandotcom.files.wordpress.com

carefully script the interaction between an interviewer and a participant:
• use a formal questionnaire
• formally adopt the role of an interviewer
• try to adopt the same consistent behavior
(Yin, 2011)



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TYPES OF 
INTERVIEWING

QUALITATIVE/IN-DEPTH INTERVIEWING

image frontrow.espn.go.com

the relationship between the researcher and the participant is not strictly scripted:
• no formal questionnaire 
➔ the specifically verbalized questions will differ according to the context and setting
• does not try to adopt any uniform behavior 
➔ follows a conversational mode
• open- rather than closed-ended questions


(Yin, 2011)
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TYPES OF 
INTERVIEWING
A FEW HINTS TO DO A QUALITATIVE/IN-DEPTH INTERVIEWING:

(Yin, 2011)



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TYPES OF 
INTERVIEWING
1. SPEAKING IN MODEST AMOUNTS
•
•

•

speak less than the other person—much less, find ways of querying 
others that will lead to extended dialogues on their part;
avoid asking multiple questions that are embedded in the same 
sentence, or alternatively asking multiple questions on top of each 
other without giving the other person a chance to respond to 
the first question;
master the use of probes and follow-up questions, must be an 
active and intelligent conversant.

(Yin, 2011)



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TYPES OF 
INTERVIEWING
2. BEING NONDIRECTIVE
•
•
•

let participants vocalize their own priorities as part of their own way of 
describing the world as they perceive it;
set the boundaries for the conversation but nevertheless permit 
the participant to color it;
infer the importance a participant assigns to a topic by listening 
for its first mention.

(Yin, 2011)



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TYPES OF 
INTERVIEWING
3. STAYING NEUTRAL
•

the researcher’s entire presentation of self during the conversing process 
needs to be carefully cast in a neutral manner.

(Yin, 2011)



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TYPES OF 
INTERVIEWING
4. MAINTAINING RAPPORT
•

maintain good rapport with the participant, avoid conversations that 
might do harm to the other person.

(Yin, 2011)



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TYPES OF 
INTERVIEWING
5. USING AN INTERVIEW PROTOCOL
•

•

•

the protocol should substantively reflect the broader study protocol 
that might exist, but the interview protocol itself will be modest 
in size;
usually contains a small subset of topics—those that are 
considered relevant to a given interview, represents the 
researcher’s mental framework;
an interview protocol therefore produces a “guided conversation,” 
with the protocol serving as a conversational guide.

(Yin, 2011)



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TYPES OF 
INTERVIEWING
6. ANALYZING WHEN INTERVIEWING
•

data collection is constantly accompanied by analysis; decide when to 
probe for more detail, when to shift topics, and when to modify the 
original protocol or agenda to accommodate new revelations.

(Yin, 2011)



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TYPES OF 
INTERVIEWING




QUALITATIVE INTERVIEWING


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TYPES OF 
INTERVIEWING

QUALITATIVE INTERVIEWING

• the researcher has highly specific and wellformulated questions that require answers

• the researcher has a less clear agenda in
terms of content and the agenda is less
clearly researcherled

• the research addresses concerns that
emerge from the status of the researcher
– which has research-based knowledge and
theory as part of the components

• the research normally is led in part by the
agenda of concerns as felt by the
participant

• participants are ‘forced’ to stick to the
point and there is little or no scope for them
to express idiosyncratic points of view

• the researcher is looking for rich and
detailed answers which result in extensive
and labour-intensive coding processes

• inflexible

• flexible





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TYPES OF 
INTERVIEWING

FOCUS GROUP INTERVIEWING

image sjsu.edu

(Yin, 2011)



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TYPES OF 
INTERVIEWING

FOCUS GROUP INTERVIEWING

image sjsu.edu

group interviews are desirable when the researcher suspects that people may
more readily express themselves when they are part of a group than when they
are the target of a solo interview with the researcher.
➔ somewhat different from FOCUS GROUP DISCUSSION.
(Yin, 2011)



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observing
the observations are a form of primary data 
and the researcher is completely passive;
the process of gathering open-ended, firsthand information by
observing people and places at a research site.




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observing
the observations are a form of primary data 
and the researcher is completely passive;
the process of gathering open-ended, firsthand information by
observing people and places at a research site.

PARTICIPANT

NONPARTICIPANT

CHANGING
ROLES




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OBSERVATIONAL ROLES IN
OBSERVing

PARTICIPANT OBSERVER

image janneinosaka.blogspot.com

• the researcher takes part in activities in the setting they observe;
• the researcher assumes the role of an “inside” observer who actually engages in activities at
the study site.
(Creswell, 2012)



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OBSERVing

NONPARTICIPANT OBSERVER

image inc.com

• the researchers visit a site and record notes without becoming involved in the activities of
the participants;
• the researcher is an “outsider” who sits on the periphery or some advantageous place (e.g.,
the back of the classroom) to watch and record the phenomenon under study.
(Creswell, 2012)



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OBSERVing

changing role

image smallfox-photos.webs.com

• the researcher adapts their role to the situation;
• for example, the researcher might first enters a site and observes as a nonparticipant, simply
needing to “look around” in the early phases of research, then he slowly becomes involved
as a participant.
(Creswell, 2012)



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OBSERVING
WHEN, WHERE, & WHAT TO OBSERVE

(Yin, 2011)



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OBSERVING
REPRESENTATIVENESS!
Most qualitative research will not be based solely on his 
making observations at a single, fixed location; the 
researcher is likely to locate himself in some field setting 
that is fluid in time and space; The researcher may not has 
a strict rationale for making the decisions, but he needs 
to be aware of their consequences.

(Yin, 2011)



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OBSERVING
REPRESENTATIVENESS!
Most qualitative research will not be based solely on his 
making observations at a single, fixed location; the 
researcher is likely to locate himself in some field setting 
that is fluid in time and space; The researcher may not has 
a strict rationale for making the decisions, but he needs 
to be aware of their consequences.
CONSIDER THIS:
• Record the observational times and locations, 
make a summary notation of the type of event (or nonevent) 
that seems to be taking place;
• Make the observations on multiple occasions;
• Discuss the choices and their possible consequences as part of the researcher’s personal journal.
(Yin, 2011)



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OBSERVING
• The characteristics of individual people, including their dress, 
gestures, and nonverbal behavior;
• The interactions between or among people;
• The “actions” taking place, whether human or mechanical; and
• The physical surroundings, including visual and audio cues.

(Yin, 2011)



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COLLECTING
public and private records that qualitative researchers obtain
about a site or participants in a study, and they can include
newspapers, minutes of meetings, personal journals, and letters;
the compiling or accumulating of objects (documents, artifacts,
and archival records) related to the study topic.




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COLLECTING
THE TACTICS
1. get an initial idea of the full array of any type of object to 
be collected, such as the numerosity and scope of the 
available documents, or the size and range of an archive 
of statistical data
➔ decide whether you need to collect the entire array or 
whether a sample will do

2. immediately review the resulting data, consider how 
the collected material is likely to fit the rest of your study




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FEELINGS
feelings as covering a variety of traits within the researcher’s 
that are potentially important in his research 
and that he should not ignore.

(Yin, 2011)



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FEELINGS
• explicit data about the environment (e.g., warmth/coldness, 
noisiness/quiet, or the temporal pace of a place)
➔ use a mechanical instrument

(Yin, 2011)



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FEELINGS

• data about other people (e.g., feeling that someone is 
dependent/rebellious in a work setting, that two people are 
distant/close, or that a group works congenially/disruptively)
➔ corroboration or rejection by triangulating with other data

(Yin, 2011)



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FEELINGS

• data about other people (e.g., feeling that someone is 
dependent/rebellious in a work setting, that two people are 
distant/close, or that a group works congenially/disruptively)
➔ corroboration or rejection by triangulating with other data

• the intuitions or “gut feelings” about a situation; such feelings 
are not limited to any single sensation and cannot always be explained
➔ corroborated (or challenged) by other data

(Yin, 2011)



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deSIrABle PrACTICeS To
dATA ColleCTIon

CERTAIN PRACTICES
1. BEING A GOOD “LISTENER”
• the term listening refers to its figurative, not literal, 
meaning, and therefore to a desired way of attending 
to your surroundings.
• ranges from letting others do more of the talking 
to being able to “listen between the lines” during 
a conversation, “read between the lines” when 
interpreting a document or written message.

(Yin, 2011)



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CERTAIN PRACTICES
2. BEING INQUISITIVE
• being a good “listener” but also being inquisitive at the 
same time;
• as the researcher listens or observes, he also should be 
thinking about the meaning of what he hears or sees, and 
this should lead to additional questions.

(Yin, 2011)



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CERTAIN PRACTICES
3. BEING SENSITIVE IN MANAGING TIME
• find ways of learning about others’ time restrictions 
or preferences and cater to them, respecting these 
time restrictions or preferences;
• be sensitive to the researcher’s own time restrictions 
or preferences.

(Yin, 2011)



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CERTAIN PRACTICES
4. DISTINGUISHING BETWEEN FIRSTHAND, SECONDHAND, &
THIRHAND EVIDENCE
• “FIRSTHAND”: What the researcher hears with his own 
ears or see with his own eyes, which would give the greatest 
credibility to his primary evidence;
• “SECONDHAND”: What someone’s writing about 
events, what a participant tells about something that has 
happened, need to be filtered;
• “THIRDHAND”: What someone tells (first filter) what she or 
he has heard another person say (second filter) about some 
event (the actual behavior you are wanting to learn about), 
including a news article that is quoting another person speaking 
about an event, also need to be filtered.
(Yin, 2011)



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CERTAIN PRACTICES
5. TRIANGULATING EVIDENCE FROM MULTIPLE SOURCES
• to determine whether data from two or more sources 
converge or lead to the same finding (strengthening 
the validity of a study); the more that the researcher 
can shows such convergence, especially on key 
findings, the stronger the evidence.
• the role of triangulation carries great importance in 
doing qualitative research, something that helps to keep 
the researcher’s eyes and ears open for corroborating or 
conflicting ideas or data.

(Yin, 2011)



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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.
Howitt, D. & Cramer, D. (2011). Introduction to research methods in
psychology (3rd ed.). Harlow, England: Pearson Education Limited.
Yin, R.K. (2011). Qualitative research from start to finish. Spring
Street, New York: The Guilford Press.

PDU 202 Qualitative Research Method: Data Collection

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