KEMENTERIAN AGAMA

INSTITUT AGAMA ISLAM NEGERI JEMBER

FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jl. Mataram No. 01 Mangli, Telp.: (0331) 487550, 427005 Fax. (0331) 427005, Kode Pos 68136
Website :http//iain-jember.cjb.net– tarbiyah.iainjember@gmail.com

1. Course Identity

Study program : English Education Study Program

Level : S1
Course : Qualitative Research Methodology
Code :
Course group : Fundamentals in Education Subjects
Credit hours : 2 Chs
Semester :5
Prerequisite :-
Course status : Required
Lecturer : As’ari, M.Pd.I

2. Course description

This course is designed to provide undergraduate students with qualitative research skills
as well as literateness in understanding socio-religious phenomena.
Completing this course, the students are expected to be able to master the basic concepts
of qualitative research methods, understand all steps of qualitative research from planning,
conducting, to reporting, and review qualitative research proposal and reports.
At the end of the course, each student will be asked to write a qualitative research
proposal.

Face-to-face intruction will be the major mode in this course. Students’ learning outcomes
will be assessed through multiple learning and assessment task.

3. Course Learning Outcomes (CLO)

At the end of the course, the students are expected to be able to:
1. have conceptual knowledge on basic concepts of qualitative research.
2. identify research problems and topics of research.
3. possess conceptual and procedural knowledge on locating and reviewing the
literature.
4. formulate research problems, research designs, and research questions.
5. have good understanding of techniques in collecting and analyzing qualitative
types of data.
6. plan and write a qualitative research proposal.
7. review qualitative research proposal and reports.

4. Learning activities
Sessions Learning Outcomes Core Materials Learning Activities Time Assessment Resources
and &Media
Assignment
1 1.1. understand the 1.1. Introduction to a. Students are introduced 2x45” a. Asking and Syllabus
description of the the course to the course through answering
course 1.2. syllabus discussion with the instructor. questions
1.2. understand the overview b. Students are introduced to the about the
objectives and the 1.3. course course syllabus and discuss it course
procedures of the procedures with the instructor. description
course c. Students are introduced to the b. Asking and
course procedures and discuss answering
them with the instructor. questions
about the
course
syllabus
c. Asking and
answering
questions
about the
course
procedures

2 Able to explain the The quantitative- a. students are asked to read then 2x45” a.Asking Kielman,
difference between qualitative discuss the chapters on the students to Kataldo &
qualitative and continuum explanations about the express their Seeley (2012)
quantitative research different lenses of qualitative understanding pp. 6-17
methods and quantitative research about the
Able to explain the methods different
quantitative-qualitative b. students are asked to read then lenses of
 continuum discuss the quantitative- quantitative
qualitative continuum and qualitative
research
methods
b. Asking
students to
explain the
quantitative-
qualitative
continuum
3 2.1. understand some basic 2.1. Basic concepts a. through discussion, 2x45” a. Asking and Hutchinson
concepts of research of research students are introduced answering &Waters
2.2. understand basic 2.2. Basic concepts to some basic concepts questions (1986)
concepts in in educational of research and explain about basic Coyle, D.
educational research research the concepts to the class concepts of (2010)
b. through discussion, research
students are introduced b. Asking and
to some basic concepts answering
of in educational questions
research and explain about the
the concepts to the class concepts in
educational
research
4-6 4.1. explain different 4.1. Different a. students explain and 2x50” a. Asking and Hutchinson
characteristics and characteristics and discuss the different answering &Waters
types of research in types of research characteristics and types questions (1986)
education in education of research in education about the Coyle, D.
4.2. provide examples of 4.2. Examples of b. students provides different (2010)
different types different types of examples of different characteristics
of research in research in types of research in and types of
education education education research in
education
 b. Reporting the
summary
of readings on
the different
characteristics
and types of
research in
education
c. Reporting the
summary
of readings on
the examples
of diiferent
types of
research in
education
7 7.1. explain general 7.1. Research in a. students explain and 2x50” a. Asking and Hutchinson
concepts and examples education discuss the general answering &Waters
of research in and English concepts of research in questions (1986
education and ELT Language education and ELT about the
7.2. explain principles and Teaching b. students discuss the concepts and
relationships of principles of educational examples
educational research research and the of research in
and research on ELT applications of the education
principles in research on and ELT
ELT b. Reporting the
summary
of readings on
the
relationship
and
applications
 of principles
of research in
education
and ELT
c. Providing
examples of
different
types of
research on
ELT in SL/FL
contexts
8 Mid Term Assessment 2x50” In the midterm
evaluation,
students will
be assessed
constructed
respose type of
assessment
covering the
materials they
have learned

9 9.1. identify research 9.1. Identifying a. guided by the instructor, 2x45” a. Asking and Hutchinson
problems in educational research problems students identify and answering &Waters
settings and ELT and topics for discuss research questions (1986);
9.2. identifying topics for research problems in educational about possible Dudley-
research in ELT settings and ELT research Evans,T. and
b. students identify and problems in John, M.St.
discuss possible topics eductaional (1998).
settings and
for research in ELT
ELT
b. Writing
 research
problems and
topics
possible for
research in
education and
ELT
10 10.1. locate literature 10.1. Locating and a. guided by the instructor, 2x45” a. Asking and Hutchinson
relevant to problems reviewing the students identify and answering &Waters
and topics of the literature locate literature relevant questions (1986);
research to problems and topics about how to Dudley-
10.2. review literature of the research in ELT identify and Evans,T. and
relevant to problems b. students review the locate John, M.St.
and and topic of the literature relevant to lieterature (1998).
relevant to
research problems and topics of
probelmes
the research in ELT
and topics of
the research
in ELT
b. Writing a
summary of
literature
reviews
relevant to
problems and
topics of the
research in
ELT
11-12 11.1. formulate research 11.1. Formulating a. guided by the instructor, 2x50” a. Asking and Hutchinson
designs for a specific research designs students identify and answering &Waters
topic for research in 11.2. Formulating formulate appropriate questions (1986);
ELT research questions research designs for a about how to Dudley-
 11.2. formulate research specific topic for identify and Evans,T. and
questions for a research in ELT formulate John, M.St.
specific topic for b. guided by the instructor, research (1998).
research in ELT students identify and designs,
formulate appropriate research
research questions for a questions, and
specific topic for hypotheses
for a specific
research in ELT
topic for
research in ELT

13 13.1. explain general 13.1. Data a. guided by the instructor, 2x50” a. Asking and Hutchinson
principles of data collection and students identify and answering &Waters
collection and intrumentation: discuss general principles questions (1986);
intrumentation in sources and types of data collection in about general Dudley-
educational research of data educational research principles of Evans,T. and
13.2. explain different b. students explain data John, M.St.
sources and different sources and collection in (1998).
educational Dubin &
types of data for types of data for
research Olsthain,
research in ELT research in ELT
b. Writing a (1986);
summary of
Yalden
different
(1987)
sources and
Selected
types of data
for samples of
research in English
ELT syllabi and
lesson plans
14 14.1. explain general 14.1. Data a. Guided by the instructor, 2x50” a. Asking and Hutchinson
principles of data analysis: students identify and answering &Waters
data analysis in introduction to discuss general principles questions (1986);
 educational research statistical tests of data analysis in about general Dudley-
14.2. explain general and data educational research principles of Evans,T. and
principles in interpretation b. Students discuss and data John, M.St.
interpreting data for explain general principles analysis, (1998).
research in ELT in interpreting data for diferent types Dubin &
research in ELT of statistical Olsthain,
tests and (1986);
programs, and Yalden
general (1987)
principles in Selected
data
samples of
interpretation
English
b. Writing a
syllabi and
summary of
general lesson plans
principles of
data
analysis,
diferent types
of statistical
tests and
programs, and
general
principles in
data
interpretation
for
research in
ELT

15 15.1. explain general 15.1. Using a. Guided by the instructor, 2x50” a. Asking & Hutchinson
principles in using internet and other students identify and answering &Waters
 internet and other resources for discuss general principles questions about (1986);
resources for research research of using internet for general Dudley-
15.2. appropriately use 15.2. Drafting an research principles of Evans,T. and
internet and other educational b. Students appropriately using internet John, M.St.
resources for research research proposal use internet and other for research (1998).
15.3. draft a proposal of resources for research b. Writing a Dubin &
research in ELT c. Students write a draft of summary of Olsthain,
a research proposal in available (1986);
ELT resources on Yalden
internet and (1987)
other sources for
Selected
research
samples of
purposes
English
c. Writing a
draft of a syllabi and
research lesson plans
proposal in ELT

16 Final semester Assessment

References

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Educational (6th ed.).
London, UK: Routledge.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods
approaches (3rd ed.). Thousand Oaks, CA: SAGE Publications, Inc.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating
quantative and qualitative research (4th ed.). Boston, MA: Pearson Education
Fraenkel, J. R., Wallen, N.E., & Hyun, H. (2011). How to design and evaluate research in
education (8th ed.). New York, NY: McGraw Hill.
McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence
Erlbaum.
Schreiber, J., & Asner-Self, K. (2011). Educational research: The relationship of questions,
sampling, design, and analysis. Hoboken, NJ: Wiley.

FORMULATE RESEARCH DESIGNS FOR A SPECIFIC TOPIC FOR RESEARCH IN ELT

When you design a research project, you have to describe the background of the research that
makes your research interesting or important.
At the end of the background,
 You need to highlight the research problem convincing the readers that your research is
badly needed
 Inform the readers the way (method) that you will do to address the problem, for
example; you will do a case study, or phenomenology, or content/document analysis.
You also need to formulate research questions as an elaboration of the research problem.
Last, but not least, explain how you will get the data and how you will analyse them.

SO, below is the sequence of the things that you need to write;
 Background of the research (read the previous post about what to include in the
background)
 Research questions
 Data collection methods
 Data analysis method
Your work today will indicate the degree of understanding you have had about the topics we
already discussed previously.

I intentionally gave you an assignment that has no template available in the internet, because I
want your original ideas