- Teacher in Action: Context and Roles, Instances, Patterns of research: Implications.
- The teacher researcher in focus: Action and Reflection, A short educational excursion, Teacher research and English language teaching.
- What is research? : General views, Common views of what research in language teaching does, Basic and applied research, Description and intervention, Normative and interpretive research.
- Principles and problems: What makes good research: Features of good research, Comparison of research traditions on these features, Aspects of design of research.
- Generating research: Beginnings, Approaches, Content: teachers’ choices, Research and research: existing work.
- Definition and overview: Principles, methods, techniques, Introduction to methods and techniques, Out there: discovering other people’s work and telling them about one’s own.
- Observing language classroom: Observation uses and perspective, Systematizing observation, Alternative to coding schemes, Naturalistic observation.
- Diaries and diary study: Some definitions, Diary data, Diaries in language learning and language teaching.
- Using numbers: Why count and what to count, Describing the numbers with other numbers, Inference from chance-“significance”, Computational aids.
- Doing experiments: Why experiments?, Causality and the method of detail, Experiments and quasi-experiments, Some examples, Reflections on the experimental approach.
- Asking questions: Questionnaires, Interviews, Issues in interviewing.
- Looking inside: methods for introspection: Introspection, Verbal report and think aloud, Research on oneself, Research on learners, Some examples.
- Studying cases: What is a case?, Methods in case study research, Case studies in language learning and teaching, The controversy in case study.
- Mixing research methods: Principles in mixing methods, Teachers’ research: some continuing case study.
Senin, 26 September 2016
The Essential Topics for Discussion
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BalasHapusName : Radhiyatul Jamilah (20400114033_PBI 2)
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Nurkhairat Amaliah (20400114032_PBI 2)
“PRINCIPLE AND PROBLEM : WHAT MAKES GOOD RESEARCH?”
A. Features of good research
The following 13 features seem to fall loosely into four rough categories about what makes good research.
Initiation and undertaking of research
1. Interest
In need hardly be said that good research is interesting to somebody. Although interest is a notoriously difficult concept to capture on paper, in research terms it has to be defended explicitly.
2. Originality
The original contribution is much published research is in fact quite small. While it would be everybody’s dream to come up with a tottaly new explanation to account for a totally new set of data about a question nobody had thought of before.
3. Specificity
Cook (1987:17-19) give an illustration of the process of concretizing a general question into a specific question that can be answered, by increasing in eight stages of specificity of each concept, or operationalizing the general concepts ( in his example, learning by speaking and learning by writing ) by reducing them to actual tests and measurements ( particular learners, particular tasks and achievement measures). Research in normative tradition requires this kind of specificity, for otherwise no measurement can be taken.
4. Publication
Publication may seem a strange feature to be grouped under initiation and undertaking of research , but research activity needs publication and publications in two serious ways.
design and methodology
5. Sensitivity
Sensitivity is, however, more than a question of scale, it is primarily a question of quality of data, discriminatory power of tests, and the use of “insider knowledge”, particularly in the case of participant observatory research.
6. Objectivity
The knowledge gained is seen as objective and independent of any particular human agent. with personality, emotions, career aspiration, hopes and desires. thus the message is important, not the messenger. Particularly in evaluation, the possibility of communicating to the learning group what the researcher want to hear is only too open. Objectivity is a laudable goal.
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BalasHapus7. Validity
BalasHapusValidity is how accurate an instrument is measuring what it is trying to measure. Furthermore, there are many ways to measure the validity including content validity, construct validity, criterion-related validity (concurrent & predictive) and face validity.
8. Reliability
Reliability concern the confidence the user can have that the measure will give the same answer given the same thing to measure. Reliability refers to tests that are consistent and dependable.
9. Falsifiability
A theory which says “something x happens ad sometimes y happens cannot be falsified unless it can state the condition producing outcome x and distinguishes them from those that produce y. in this holds, a theory can be said to be falsifiable. So, falsifiability is about definite.
application to other situations three aspects of transferability
10. Replicability
Accurate reporting of a piece of research is therefore not just a matter of good manners. The practical possibility of repeating the research means that it is open to a test of reliability. In fact, replication studies are surprisingly infrequent in the standard applied linguistic literature and at least one author has argued that this reduces the value of the literature.
11. Generalizability
In many cases teaching requires this kind of generalization taking principles derived in one situation and generalizing them to new situations. The purpose is to achieve deeper understanding of those particular context, such an understanding involves, necessarily, recognizing both what is special and unique and what is characteristic, normal and commonplace.
12. Utility
It may well that the main utility of research is not the commonplace, of direct application but the experience of challenged assumptions, which seem to make otherwise familiar situations more interesting, curious, and situations, which is exactly why it can contribute powerfully to innovation and the maintenance of innovation in context.
how the principles’ right are effected
BalasHapus13. Ethics
There are important ethical questions regarding the collection, interpretation and publication of research findings, which affect both the researcher and the clients or subjects who provide the data.
A. Comparison of research traditions on these features
Educational researchers have used many research methods, but different research methods serve different kinds of problems and different purposes. How do the various research compare? Hapkins’ view as follows (1993:171): “Criteria such as Validity, reliability, generalizability, are necessary if teacher researchers are to escape the sentimental anecdote that often replaces statistical research designs in education, and gives teacher research such a bad name. Enquiry, self-monitoring, and teacher research need to establish standards and criteria that are applicable to their area of activity, rather that assume (and then reject) criteria designed for different problems.” Without necessarily subscribing to the view that teacher research is often sentimental anecdote, we can, however, agree that appropriate standards can be established.
B. Aspect of design of research
As we know there is no simple formula which guarantees good research, and there is no necessity for research to use only one method. The two kinds of data, quantitative and qualitative, may coincide on a number of points. Thus strengthening conclusions drawn from them, and diverge on others. In general, such a procedure to check the validity or the correcting data is called triangulation. triangulation take place in four different areas of the research effort they are combining data sources, using comparisons of theory and individual accounts, using multiple methods, and several observers where possible.