PAPER

INTRODUCTION TO RESEARCH
“QUALITATIVE RESEARCH STEPS & DIFFERENCES OF PROBLEMS AND PROBLEM
FORMULATION OF QUALITATIVE RESEARCH (PTK)”

By Group 3

Nurbaya 170230051

Widiya Sulistia Wati 170230061

TEACHER TRAINING AND EDUCATION FACULTY

SEMBILANBELAS NOVEMBER UNIVERSITY

KOLAKA

2020/2021
 CHAPTER I

INTRODUCTION

A. Background

Qualitative research is research that is used to investigate, discover,

describe, and explain the quality or features of social influences that cannot be
explained, measured or described through a quantitative approach.saryono (2010)

Qualitative research methods are research methods based on post-positivism

philosophy, used to examine natural object conditions, (as opposed to experiments)
where the researcher is the key instrument, the sampling of data sources is done
purposively and snowball, the collection technique is tri-accounting. (combined), data
analysis is inductive or qualitative, and the results of qualitative research emphasize
meaning rather than generalization.sugiyono (2011)

In order for readers to understand the true meaning of this discussion, we

will discuss a little about the differences between qualitative and quantitative
research. The most basic difference between qualitative and quantitative methods is
the flow of theory and data. In quantitative research, research begins with theory
proven by field data. Conversely, in a qualitative method, research departs from field
data and uses existing theories as support, then the results will give rise to a theory
from these data.

According to Williams (1988), there are 5 basic views of the difference between
quantitative and qualitative approaches. The five basic views of these differences
include:

1. Reality in nature, the quantitative approach sees reality as single, concrete,

observable, and can be fragmented. In contrast, the qualitative approach sees
multiple (multiple) reality, the result of construction in a holistic view. So that
quantitative researchers are more specific, believe directly in generalist objects,
doubt and look for phenomena on objects that are reality.
2. The interaction between the researcher and the object of his research, the
quantitative approach sees it as independent, dualistic and even mechanistic. In
contrast, the qualitative approach sees it as an interactive process, inseparable
and even participatory.
3. Generalist posibility, quantitative approaches are free from context and time
ties (nomothetic statements), while qualitative approaches are bound from
context and time ties (idiographic statements).
4. Causal posibility, quantitative approaches always separate between the real,
simultaneous temporal cause that precedes it before finally giving birth to the
results. Meanwhile, a qualitative approach always makes it impossible to
separate cause from effect, let alone simultaneously.
5. The role of value, the quantitative approach sees everything as value-free,
objective and must be what it is. On the other hand, the qualitative approach
sees that everything is never free of value, including the subjective researcher.

B. Problem formulation

1. What is definition of qualitative research?

2. How to distinguish between qualitative and quantuitative research?
3. What are examples of rqualitative and quantitative research?

C. Purpose
1. to know about the definition of research quantitative and qualitative
2. to know about kinds of qualitative and quantitative research
3. to know example of qualitative and quantitative research.
 CHAPTER II
DISCUSSION

A. QUALITATIVE RESEARCH STEPS

According to Sudarwan Danim [2] argued that, qualitative research steps are
distinctive, the principle remains to follow certain steps, such as:
1. Choose the problem
2. Collect relevant materials
3. Determine a strategy and develop an instrument
4. Collecting data
5. Interprete data
6. Report research results

1. Choose the problem

To initiate research, the main thing to do is to choose a problem in the field, but
most students in conducting research first determine the title so that among those with
that title do not know the problems they face. Actually the problem can be identified
if there is a difference between theory and practice or between basic science and
solen. There are several things that must be considered in choosing a problem,
including answering several questions:

Is this problem something new, relatively not widely studied by other people?

1. Is this problem something new, relatively not yet researched by many people?
2. Does the problem arouse curiosity in the candidate or outside party who will
read or take advantage of the research results?
3. Does the selected problem differ in the scope of the science being studied?
4. Do the candidates' educational abilities and background support these goals?
 5. Are the material tools, psychological physical conditions and methods used to
make the research possible?
6. Does the research have sufficient time?

The next step that must be done is to formulate the problem. Research questions or
also known as research problems, are defined as a formulation that questions a
phenomenon.

2. Collect relevant materials

In finding and collecting this material the researcher takes materials related to
research problems as a reference in the research to be carried out. Conducting a
survey of existing data, the researcher is tasked with exploring theories that have
developed relevant social and scientific education, looking for methods and searching
for research techniques, obtaining a broader orientation in the chosen problem, and
avoiding duplication. undesirable, including possible accusations of plagiarism. The
collection of relevant data can take general literature sources such as books, journals,
periodic reports, magazine bulletin, research reports and others.
3. Determine a strategy and develop an instrument
In general, a research instrument can be said to be good if it meets the
following requirements:
1. The form of the instrument is relevant to the type of data collected and the
researcher as the main instrument must master the problem.
2. Each instrument must be able to filter research data and be able to
evolve in the process.
3. Duplication between each instrument item is possible for deepening or
divergent thinking.

4. Collecting data
Data collection can be done in several ways, including:
a. Observation
 Observation is data collection by direct observation without the help of
other standard tools by using eye observation. Observation is an excellent way
to study human behavior. In making observations, the researcher should first
understand the general understanding of the object of his research.
Observation commonly used in qualitative research is participatory
observation, which is a data collection technique with a focus on the ability to
make meaning for an event or phenomenon in an apparent situation. Thus,
researchers must be able to reflect and interpret the data obtained.
b. Interview
Interviewing is a process of interaction and communication, so in this interview
there are several things that can affect the results of the interview for some of these
factors, such as: interviewers, respondents, research topics contained in the list of
questions, and the interview situation. In qualitative research, there are two types of
interviews, first, closed interviews, which are questions focused on specific or general
topics. Second, open interviews, In this interview the researcher gives freedom and
encourages him to speak broadly and deeply.
c. Documentation
Documentation, which is looking for data about things or variables in the form
of notes, transcripts, books, newspapers, magazines, inscriptions, meeting minutes,
notes, agendas and so on. It means that documentation is a technique of collecting
data and information through searching and finding evidence. This documentary
method is a method of collecting data from non-human sources. These non-human
sources of information are often overlooked in qualitative research, even though they
are mostly readily available and ready to use. Documents are useful because they can
provide a broader background on the subject of research.

5. Data analysis
In data analysis, there are two stages, namely the data analysis stage in the field
and the post-field data analysis stage. The first is intended so that researchers can
improve their understanding of the data and then present it to others more clearly
about what has been found or obtained from the field. This analysis process requires
the researcher to wrestle with the data, to synthesize and find patterns, to look for
important issues to be presented to others.
6. Report research results
The last stage of the research is to report the results of the research that has been
done and to publish the findings to increase readers' knowledge or to be applied by
users of the research results.

B. DIFFERENCES OF PROBLEMS AND PROBLEM FORMULATION

OF QUALITATIVE RESEARCH (PTK) AND EXAMPLES OF
QUALITATIVE RESEARCH PROBLEMS

1. Problem in research
A problem is a series of events that occur in everyday life that raises
questions for every individual human being, and automatically requires an
effort to find an answer to the problem at hand.
The problem is the most important starting point in conducting a
study. Because without any problems, the research will not take place or run
smoothly. Therefore, the first step that must be taken in order to conduct a
study is to find or select a problem to research. Both qualitative and
quantitative research agree that the first thing to do in research is determine a
problem.

2. Formulation of problems in qualitative research (PTK)

Problem formulation is a detailed and complete statement regarding the
scope of the problem to be studied based on the identification and limitation
of the problem. Because of that problem, when we are going to start thinking
about a research, it must be clearly, simply and thoroughly thought out and
 formulated. This is caused by all the other elements of research that originate
in the formulation of the problem. However, there are some differences
between the formulation of qualitative problems and the formulation of
quantitative research problems.
Classroom Action Research (PTK) is a classroom action research group
that has the aim of improving or enhancing the quality of learning carried out
by the teacher himself. Classroom action research according to (Jalil. 2014: 1)
"is a means for teachers to develop their professional abilities". From this
definition, the writer can conclude that what is meant by classroom action
research is research conducted to try to improve existing learning methods.
The formulation of the problem in classroom action research (PTK) is as
follows:
• How to improve student learning outcomes at SMP 1 Kolaka class
VIII through the application of the deduction method in the
learning process?
• What efforts can be made to overcome the learning difficulties of
grade VIII students of SMPN 1 Kolaka who have limited
cognitive abilities?
• How do researchers help students who have learning difficulties in
vocational productive lessons?
• What is the difference between class VIII students' learning
difficulties at SMPN 1 Kolaka between normative-adaptive and
productive lessons?
• What is the right method to increase the students' interest in
learning at SMP 1 Kolaka class VIII in normative-adaptive
lessons?

3. Examples of problem formulations in qualitative research

 The sentence formulation of the problem in qualitative research is quite
different when compared to quantitative research. In qualitative research,
problem formulation tends to move from more specific questions. General
questions can be called Central Questions, while more specific questions can
be termed Sub-Questions.
More general questions can begin with the question word 'how' or 'what /
what', but avoid using the question word 'why' as it tends to belong to
quantitative research which presupposes a causal (cause-effect) relationship.

The following is an example of problem formulation in qualitative

research:
1) How is the competence of English teachers at SMPN 1 Kolaka?
2) What are the weaknesses of the English teacher competency at SMPN 1
Kolaka?
3) How to resolve the weaknesses of English teacher competence at SMPN 1
Kolaka?
4) What is the effect of the weaknesses of the English teacher competence on
students of SMPN 1 Kolaka?
5) What are the forms of weaknesses in the specific competence of English
teachers at SMPN 1 Kolaka?
 CHAPTER III
CLOSING

A. Conclussion
To know more clearly about quantitative and qualitative research,
we must first define the definitions, there are many sources that explain
the two types of research and here we also summarize them in the form
of a paper. It consists of definitions of qualitative, quantitative, research
problems. and problem formulation. and we also present some examples
from each of the studies.

here we can also understand in detail that anything that falls into
the category of qualitative and quantitative research, the researchers
can also conclude which type of research is easiest to do

REFERENCES

Saryono (2010) definisi penelitian kualitatif

Sugiyono (2011), definisi penelitian kuantitative dan kualitatif
Kasiram (2008:149),langkah-langkah penelitian kualitatif
Sudarman denim (2002:35) perbedaan penelitian kualitatif dan kuantitatif