Introduction To Language Teaching Research

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 Qualitative Research

Assumptions about Single; can be broken down Multiple; it can only be
reality and parts studied. studied holistically.
Role of researcher The researcher and object are The researcher and what is
separated (to look at reality researched are
objectively). His role is to interdependent. His role is to
observe and measure. The become part of what is being
researcher controls the studied. The researcher does
variables. not intervene
Purpose of research to generalize, to predict, and to contextualize and to
to posit causal relationships interpret.
Research questions arrived deductively. The arrived inductively. The
researcher starts with a researcher observes and
hypothesis. formulates questions.
More Features of Quantitative and Qualitative Research (cont.)
Research design The researcher has a The research design evolves

hypothesis and set over time. Once the data is
methodology. The object is to gathered, the researcher
summarize data in numerical looks for patterns.
indices.
Length of study The study can involve a fairly The study can involve a very
short time commitment long time commitment.
Typical data There is a large, random There is a purposeful, limited
sample. Numerical indices number of participants. Field
involving tests or responses notes, interviews, and written
to surveys are often used. documents can all be used.
Data analysis There is statistical analysis. There is an interpretive
analysis of the data and
categorization of the data.
Research report Technical language is used. 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
 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”
 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.

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AN INTRODUCTION TO

Its use in all fields of science which makes it

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

 Research as a process of steps used to collect and

• Research improves teaching practices

•Research Informs Policy Debates

Basic Research (to acquire

Applied Research (finding a

 Qualitative Research (concerned with

Features Quantitative Research Qualitative Research

Research design The researcher has a The research design evolves

RESEARCHES Verbal Reports

 Survey (a research method to collect participant responses

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

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

(From: McKay, 2008: 11)

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

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

Sandra Lee McKay. 2008. Researching Second Language Classrooms.

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