Final task of Summary data collection and Research Instrument

1. DATA COLLECTION AND
RESEARCH INSTRUMENTS
Course Supervisor:
Dr. H. Nursamsu, S.Pd
Presented by:
Muhassin (12510174034)
Nia Kurniati (12510174035)
Postgraduate students of TBI 1A
IAIN TULUNGAGUNG

2.  Questionnaire is a written instrument consisting
of questions to be answered or statements to be
responded by respondents.
 The aim is to gather information about fact or
about opinion/attitude.
 Questionnaire can be used to get factual
information about students’ socio-economic
backgrounds, formal education backgrounds,
learning activities, social interaction activities, or
opinion about the teaching performance of
teachers, opinion about effectiveness of a
strategy in a Classroom Action Research, opinion
of parents about the need of English instruction
for their kindergarten children, etc.
QUESTIONNAIRE

3.  Questionnaire is easy
to fill out;
 Takes little time;
 Keeps the respondent
on the subject.
 Questionnaire is
relatively objective;
 Fairly easy to tabulate
and analyze;
 Can be administered
personally by the
researcher or by some
one else or even email.
For Respondents For Researchers
ADVANTAGES OF
QUESTIONNAIRE

4.  The seriousness of respondents in filling out the
questionnaire
 Respondents may not give true answers, may not
give consistent answers from one question to
another question, may not answer the question
objectively, may answer some questions in the
questionnaire, may not give answers as expected
by researchers, may understand the words or
question differently from one respondent to
another respondent, may not understand the
word or sentence in the questionnaires, and may
not return the questionnaires on time or may not
return the questionnaire et all.
PROBLEMS OF QUESTIONNAIRE

5. 1) Closed form
 It provides answer or responses to be selected by respondents.
 The advantage is that it is easy for respondents to fill in and
easy for researchers to tabulate and analyze.
 The weakness is that respondents do not have a place to give a
different answer or response other that those provides an
additional space for respondents to give free answers or
responses for each question.
1) Open form
 It asks respondents to give answers or responses freely.
 The advantage is that it is easy for researcher to prepare, and it
gives freedom to respondents to give answers or responses
freely.
 The weakness is that it is not always easy for the researchers to
tabulate and to analyze.
QUESTIONNAIRE MAY TAKE BY TWO WAYS,
THERE ARE CLOSED FORM AND OPEN
FORM

6. a) Use questionnaire for significant topic that motivates respondents
to give serious response;
b) Ask question that require answer that can’t be found some where
else;
c) Keep the questionnaire as short as possible, long enough to get
essential data;
d) Present the questionnaire as attractively, neatly and clearly as
possible;
e) Give as clear and complete directions as possible.
f) Ask a question that requires an objective response.
g) Use psychological order for the questions, from general to specific
questions.
h) Avoid questions that require annoying or embarrassing responses.
i) Prepare a preconstructed tabulating sheet to anticipate how the
data collected will be tabulated and interpreted.
GUIDELINES FOR CONSTRUCTING
QUESTIONNAIRE (BASED ON BEST, J.W.,
KHAN,J.V.)

7. 1. Make the questionnaire attractive by using colored paper, laying out
the front page artistically, using laser printing paper, etc.
2. Make the items as easy as possible for the respondents to complete;
3. Number the questionnaire items and pages;
4. Put your name and address at the beginning and the end of the page
of the questionnaire even if a self-addressed envelope is included;
5. Include brief, clear instruction and printed in both types;
6. Use examples before question that might be confusing or difficult to
understand;
7. Organize the questions in some logical sequence;
8. Begin with few interesting and simple topics;
9. Do not put important questions at the very last of the questionnaire;
10. Use words other than “questionnaire” or “checklist” on the
questionnaire, as they may be prejudiced against these words.
GUIDELINES FOR CONSTRUCTING
QUESTIONNAIRE (BASED ON BORG, W.R.,
GALL, M.D.)

8.  Determine the objectives of your using the questionnaire;
 Elaborate the specific objectives of the questionnaire;
 Select a questionnaire that matches the defined construct and the content or
otherwise revise it accordingly; or
 Develop question or statements requiring answer or responses that match the
construct and content that has been defined;
 Ask expert or colleagues that have related experience developing and using
questionnaire, or those having expertise related to the construct and the content of
the variable data to verify the questionnaire;
 Revise the questionnaire based on their feedback;
 Prepare a tabulating sheet to tabulate the data gathered;
 Try out the questionnaire to some respondents closer or similar to the actual
respondents;
 Tabulate the data collected from the tryout and analyze it to see if the desired data
get collected;
 Revise the questionnaire based on the result of the tryout;
 Select your respondents to whom you are going to sent a questionnaire;
 Remind the respondents to return the questionnaire at the right time.
DEVELOPING QUESTIONNAIRE

9.  Example of a question in an open questionnaire
Why do you take this elective subject? Give
your reasons!
 Example of same question can be used in a closed questionnaire;
Why do you take this elective subject?
Kindly indicate three reasons in order of importance, using
number 1 for the most important, 2 for the second most
important, 3 for the third most important.
a) Time scheduled is convenient
b) The lecturer is friendly
c) It is important for my knowledge
d) Many of my classmate take this course
e) I have no other activities
EXAMPLE OF QUESTIONNAIRE

10.  Attitude is related to how people feel or what they
believe about a controversial issue, an issue that may
invite agreement or disagreement by people.
 Attitude statement or opinionnaire in contrast to
questionnaire is commonly done by asking people to
respond to certain statements on a certain controversial
topic.
 The most common attitude scale is Likert Method or
Likert type scale.
 Statements expressing favorableness or unfavorableness
to a particular point of view are prepared with usually 5
provides alternatives; strongly agree, agree, undecided
or no opinion, disagree, to strongly disagree.
ATTITUDE SCALE

11.  The Likert Scale for evaluating the attitude of customers who
have not used Vacuum cleaner, but who have aware of its
existence:
EXAMPLE OF ATTITUDE SCALE
Strongly agree Agree Neutral Disagree Strongly
disagree
The product
is costlier
1 2 3 4 5
I don’t find
time to use
it
1 2 3 4 5
Advt. is not
convincing
1 2 3 4 5
Never use a
V C
1 2 3 4 5
I’m satisfied
with the
present way
of cleaning
1 2 3 4 5
Its use is
cumbersome
1 2 3 4 5

12.  Interview is a data gathering instrument that
involves direct verbal interaction between
individual in qualitative research and an oral
questionnaire in quantitative research;
 Instead of writing the response, the subjects give
the needed information orally and face-to-face;
INTERVIEW

13. 1) A lot of people are more willing to talk than to write;
2) Interviewer can explain more explicitly;
3) Interviewers can make full uses of the responses of the subject to
improve the interview situation;
4) Interviewer may evaluate the sincerity and insights of the interview,
may recheck truthfulness of the responses;
5) Interview permits researchers to follow up the questions to obtain more
data with greater clarity;
6) it permit much greater depth than the other methods, get richer
information and less “don’t know” answer than questionnaire;
7) Researchers get the data right away after the researcher has finished
interviewing all the subjects;
8) Interview tends to yield more complete data especially when open ended
questions pertaining to negative aspects of the self need to be asked;
9) In areas when human motivation is revealed, through actions, feelings
and attitudes, the interview can be most effective.
THE STRENGTHS OF INTERVIEW

14. a) It takes a lot time to review every respondent and greater
expense;
b) When many respondents have to be interviewed, the
interview is usually shallow and fail to probe deeply
enough to provide a true picture of opinions and feelings;
c) It is more expensive
d) The interaction between the interviewer and the subject
may allow subjectively and bias data.
The bias data may happen for several reason:
 The respondent is suspicious, unmotivated and wants to sound
acceptable;
 The interviewer is uncomfortable with the interview, unable to
maintain rapport;
 The uncomfortable place of interview, the presence of some else and
the length of interview.
THE WEAKNESSES OF
INTERVIEW

15. 1. Find the objective of the interview based on the construct and the
content of the variable;
2. Decide the interview format;
3. Develop the scenario of the interview to make sure all subjects will
give comparable data;
4. Develop the coding system for tabulating the data from the interview;
5. Develop interview question;
6. Develop interview guides for the researcher and for the researcher
workers helping the interview;
7. Validate your interview questions guides to experts or colleagues that
can help improve the quality of the questions;
8. Try out the interview questions and guides to one or two persons
similar to the subjects;
9. Select interviewers;
10. Plain interview planning.
PLANNING INTERVIEW

16.  Note taking is done by
checking the alternative
answers and writing some
additional sentences as
necessary.
 The problem is when it
should be conducted.
 The interviewer may
forget some of the
information.
 The advantages is that the
recorded information can
be played back several
times and it may used for
other research purposes.
 The problem is that some
subject being interviewed
may feel reluctant to talk
about sensitive
information when
recorded.
Note taking Tape recording
RECORDING THE INTERVIEW

17. INTERVIEW GUIDE
 Questions for Planning:
1) What is teaching plan using learning gallery?
2) How to open the class by using learning gallery strategy?
3) Do you use apperception in learning gallery?
4) How is apperception done in learning gallery?
5) How do you do main activity using learning gallery?
 Questions for implementing learning gallery:
1) How to divide students into some groups?
2) How is the process of divide students based on number? Does this
run well?
3) What is mean by (+1) in steps one?
4) How about different total number of students in each class? Does
It will give different additional in each group or?
EXAMPLE OF INTERVIEW

18.  Observation is generic term to refer to the
process of data gathering.
 Sometimes it referred to as ethnography
research.
 In quantitative research, observation can be
thought tests, questionnaires, attitude scale, or
interview.
 In qualitative research, observation is defined as
a process fieldwork.
NATURALISTIC OBSERVATION

19. 1. Select a site that has not been over studied by other researchers;
2. Avoid giving burden to the population in the site;
3. Get permission from formal as well informal leaders in the site;
4. As primary instrument in the observation, be prepared to work in
any (uncomfortable) situation so that the quality of the data collected
is not questionable;
5. Have necessary research skills, including language facility, explicit
awareness, good memory and writing facility;
6. Conduct self assessment prior to the observation to assure that you
have enough competence regarding your emotional as well as
attitudinal state, your physical as well as your mental health, your
areas of competence, and your ability to set aside preconceptions
about people;
7. Don’t assume that communities similar to your own will be easier to
work with and easier to fit into;
8. Be helpful to the community you are observing;
GUIDELINES OF NATURALISTIC
OBSERVATION

20. 9. Take your time to explain your purpose to build personal
rapport;
10. Record the data using either highly structured checklists, grids,
tables or free form narratives;
11. Record date, place and time of observation;
12. Record as many verbatim verbal exchanges as possible;
13. Use pseudonyms or codes to record participants in order to
preserve anonymity;
14. Record events in sequence to help conclude which events are
regular and which ones are random;
15. Keep your basic notes free of inferences and interpretations;
16. To validate your findings;
17. Make sure that the finding are reliable in that the procedures
are reasonably unaffected by extraneous factors.
GUIDELINES OF NATURALISTIC
OBSERVATION

21.  Complete participants
 Participants as observers
 Complete members
 Active members
 Complete outsiders
OBSERVER ROLES IN THE STUDY
COMMUNITY

22.  The procedure of naturalistic observation in
qualitative research is a kind of funnel where
researchers start from very broad observation
and as the observation progresses, they narrow
down into focused observation.
 Angrosino, M.V., suggests four steps of
naturalistic observation;
a) Descriptive phrase
b) Focusing phrase
c) Selective phrase
d) Saturation point
NATURALISTIC OBSERVATION
PROCEDURE

23.  Elizabeth, an American lady who married her
informant, Saleh in Malang. She wants to learn
Javanese cultural traditions (language, music,
songs) from a Javanese cultural teacher whom
she finally married.
 A Christian observer from Australia who stays
with Muslim family, Fuad Effendy, a Moslem
leader in Malang for the purpose of studying the
life of a Muslim community.
EXAMPLE OF NATURALISTIC
OBSERVATION

24.  Questionnaire and attitude scale are technique
are gathering data in quantitative research.
Then, interview is gathering data in qualitative
research.
 Each has its own characteristics.
 Every data and language skills need another
references.
 Naturalistic observation is used to collect data on
people when they are actually interacting in their
natural habitat involving people who naturally
take parts in their cultural activities.
CONCLUDING REMARK

25. THANK YOU!