Name: Fitra Aulia Ramadhan

Class: 5F
NPM: 1811040436

Research methodology exercise

1. Action research
- Purpose
Action research aims to acquire knowledge for a specific situation or target
rather than generalized scientific knowledge. In general, action research aims to
achieve the following three points:
 Practice improvement.
 Increase (professional development) understanding of the practice and its
practitioners.
 Improvement of the situation in which the practice is carried out.
The relationship between the researcher and the results of action research can
be said that the results of action research are used by the researcher himself
and of course by other people who want it and the research occurs in real
situations where problem solving is immediately needed, and the results are
immediately applied / practiced in the related situation. In addition, it appears
that in action research the researcher carries out management, research, and
development at the same time.

- Types
 Individual research
Individual action research is research conducted by one teacher or staff
member. This type of research is conducted to analyze a specific task. A
teacher may wonder if implementing group activities within an English
class will help improve learning. The teacher alone performs research by
implementing a group activity for a certain length of time. After the action
is performed, the teacher analyzes the results, implements changes, or
discards the program if not found to be helpful.
 Collaborative research
Collaborative research involves a group of people researching a specified
topic. With collaborative research, more than one person is involved in
the implementation of the new program. Typically, a group of students,
larger than just one class, are tested, and the results are analyzed. Many
times collaborative research involves both teachers and the principal of
the school. This type of research offers the collaboration of many people
working jointly on one subject. The joint collaboration often offers more
benefits than an individual action research approach.
 School-wide research
Action research programs are generally created from a problem found
within an entire school. When a program is researched for an entire
school, it is called school-wide action research. For this type of action
research, a school may have concerns about a school-wide problem. This
 can be lack of parental involvement or research to increase students'
performance in a certain subject. The entire staff works together through
this research to study the problem, implement changes, and correct the
problem or increase performance.
 District-wide research
District-wide research is used for an entire school district. This type of
action research is usually more community-based than the other types.
This type may also be used to address organizational problems within the
entire district. For district-wide research, staff from each school in the
district, collaborates in correcting the problem or finding ways to improve
the situation.

- How to collect data

Triangulation is important in action research. Using multiple sources of data and
avoiding reliance on a single source enhances corroboration of the fi ndings.
Triangulation may incorporate two or more sources of information. If multiple
sources lead to the same conclusion, a stronger case is made. Discrepancies in
the fi ndings derived from the various sources lead to learning as the researcher
tries to provide explanations for the discrepancies and pose new questions.

2. Grounded research
- Purpose
The purpose of grounded research is to make empirical generalizations, define
concepts, prove theories, develop theories, and specify concepts. That is, in
studying a case / symptom it is necessary to compare the symptom / case with
similar cases / symptoms. Such comparisons can explain new elements typical of
the case being studied. Research is also being undertaken to verify the theory
being developed and checked in relation to the data found.

- Types
 Classical (CGT)
According Glaser and strauss book “The discovery of grounded theory”,
The idea is that you examine data and discover in it new theory new ways
of explaining the world. Here everything is data, and you should include
fieldwork notes as well as other literature in your process. However, a
gap is recommended so that literature is not examined first (like when
doing a literature review) creating bias too early, but rather engaging with
existing theory as something to be challenged.
 Modified (straussian)
The way most people think about grounded theory probably links closest
to the Strauss and Corbin (1990) interpretation of grounded theory,
which is probably more systematic and concerned with coding and
structuring qualitative data. It traditionally proposes a three (or
sometimes two) stage iterative coding approach, first creating open codes
(inductive), then grouping and relating them with axial coding, and finally
a process of selective coding
  Constructivist
The seminal work on constructivism here is from Charmaz (2000 or 2006),
and it’s about the way researchers create their own interpretations of
theory from the data. It aims to challenge the idea that theory can be
‘discovered’ from the data as if it was just lying there, neutral and waiting
to be unearthed. Instead it tries to recognise that theory will always be
biased by the way researchers and participants create their own
understanding of society and reality.
 Feminist
There are clear connections here with constructivist and post-modern
approaches: especially the rejection of positivist interpretations (even in
grounded theory!), recognition of multiple possible interpretations of
reality, and the examination of diversity, privilege and power relations.
 Post-modern
Mapping of the social world can be important here, and some writers
argue that the practice of trying to generate theory at all is difficult to
include in a postmodern interpretation. This is a reaction against the
positivist approach some see as inherent in classical grounded theory.

- How to collect data

 Interviewing participants with open-ended questions.
 Participant Observation (fieldwork) and/or focus groups.
 Study of Artifacts and Texts

3. Content/document analysis
- Purpose
The goal of content analysis (document analytics) is to make a qualitative analysis
of documents that can be digital, but also physical.

- Types
 Relational analysis
Relational analysis begins like conceptual analysis, where a concept is
chosen for examination. However, the analysis involves exploring the
relationships between concepts. Individual concepts are viewed as having
no inherent meaning and rather the meaning is a product of the
relationships among concepts.
 Conceptual analysis
Typically people think of conceptual analysis when they think of content
analysis. In conceptual analysis, a concept is chosen for examination and
the analysis involves quantifying and counting its presence. The main goal
is to examine the occurrence of selected terms in the data. Terms may be
explicit or implicit. Explicit terms are easy to identify. Coding of implicit
terms is more complicated: you need to decide the level of implication
and base judgments on subjectivity (issue for reliability and validity).
Therefore, coding of implicit terms involves using a dictionary or
contextual translation rules or both.
- How to collect data
 Select the content you will analyze
 Define the units and categories of analysis
 Develop a set of rules for coding
 Code the text according to the rules
 Analyze the results and draw conclusion