RESEARCH

PROCESS
Parlindungan Pardede
parlpard@gmail.com
What is Research?
• … the process of raising questions and finding the answers by carefully collecting,
analyzing, and interpreting data to solve problems or to enlarge knowledge.
• … the creation of new knowledge and/or the use of existing knowledge in a new and
creative way so as to generate new concepts, methodologies and understandings.
(Western Sydney University)
• … a process of systematic inquiry that entails collection of data; documentation of critical
information; and analysis and interpretation of that data/information, in accordance with
suitable methodologies set by specific professional fields and academic disciplines
(Hampshire College)

• “… a systematic process of discovery and advancement of human knowledge’ (Sports

study)
• … a process of steps used to collect and analyze information to increase our
understanding of a topic or issue” (education)
•
Research is a process, a journey

Journey
• Aimed to arrive somewhere
• Requires a plan
• Necessitates advices
• Requires equipments
• Taken a step at a time
• Provides new experiences
Research
• Objectives: new findings,
solution to problems
• Proposal
• Research articles, reports, etc
• Questionnaire, tests, etc
• Taken a step at a time
• New ideas, theories
Research is a Journey
Scientific Method Research Process

Identifying a
Research Problem

Reporting &
Reviewing the
Evaluating
Literature
Research

Specifying a
Analyzing &
Purpose for
Interpreting Data
Research

Collecting Data
 Does music affect plant growth?
Research process=
Scientific Method
Research Process (Creswell)
 Research Process

Identifying a
Research Problem

Reporting &
Reviewing the
Evaluating
Literature
Research

Specifying a
Analyzing &
Purpose for
Interpreting Data
Research

Collecting Data
1. Identifying a Research Problem
• ICT provides an increasing range of possible solutions for refining teaching
and learning inputs, processes, and outcomes, their use in EFL classrooms
can benefit students and teachers.
• However, ICT tools were not yet optimally used in Indonesian EFL
classrooms due to several reasons.
• ICT integration into the learning process is affected by various factors, and
various studies have shown teachers’ perception is the leading factors
(Selwyn, 1999; Afshari et al, 2009; Qasem & Viswanathapa, 2016).
• Numerous studies concerning perceptions of ICT use in EFL classrooms
have been conducted, but most of the focus on specific ICT tools (e.g.
social media and games. EFL teachers’ perception on comprehensive ICT
use is necessary to investigate.
2. Reviewing the Literature
• The scope of ICT in EFL learning (Meleisea, 2007; Collis & Moonen,
2001).
• Advantages of Using ICT in EFL Learning and Teaching (Houcine, 2011;
Padurean & Margan, 2009)
• Teachers’ perception of ICT Integration in EFL classroom:
a) teachers' positive perceptions tend to motivate their use of
technology in learning (Galanouli, Murphy, & Gardner's, 2004;
Angers & Machtmes (2005)
b) teachers' negative perceptions emerge barriers that limit their
use of ICT ((Pelgrum, 2001; Leaks, 2001; Samuel & Bakar,
2003;Angers & Machtmes, 1999)
3. Specifying a Purpose for Research
• The purpose of this study is to explore the perceptions of EFL
teachers in Greater Jakarta of the use of ICT in learning and teaching
• Research Question: What are the perceptions of EFL teachers in
Greater Jakarta of the use of ICT in learning and teaching?
4. Collecting Data
• Population: all junior and senior high school English teachers in
Jakarta, Depok, Tangerang, and Bekasi (Greater Jakarta)
• Sample: 32 participants (junior and senior high school English teachers),
selected using the snowball sampling technique.
• Instruments:
• Questionnaire (adapted from the questionnaire developed by Mahdum,
Hadriana & Safriyanti, 2019)

• Interview (involved 8 teachers selected purposively from the sample)

5. Analyzing and Interpreting the Data
The findings are presented based on the
7 criteria or dimensions of the EFL
teachers; perceptions of CT use in
learning and teaching, i.e., (1)
perceptions of ICT usefulness in learning,
(2) perceptions of ICT usefulness in
teaching, (3) perceptions of educational
values of ICT; (4) ICT impact on learning
and teaching; (5) teachers’ Self efficiency
in using ICT; (6) Importance of ICT
training for teachers; and (7) teachers
level of confidence in employing ICT.
6. Reporting and Evaluating Research
 Quantitative vs. Qualitative Research
Characteristics in Each of the 6 Steps
Quantitative
• Research problem is based on trends or on
the need to explain why something occurs.
• Literature review plays a major role to justify
the research problem.
• Needs to create the research purpose and
research questions or hypotheses.
• Collecting numeric data from a large number
of people using instruments with preset
questions and responses
• Analyzing trends, comparing groups, or
relating variables using statistical analysis
and interpreting results by comparing them
with prior predictions and past research
• Writing the research report using standard,
fixed structures and evaluation criteria,
Qualitative
• Research problem is something whose
variables are not known and need to explore.
• Literature review plays a minor role but justify
the problem
• Stating the purpose and research questions in
an open-ended way to capture the
participants' experiences.
• Collecting data based on words or images from
a small number of individuals so that the
participants' views are obtained.
• Analyzing the data for description and themes
using text analysis and interpreting the
larger meaning of the findings
• Writing the report using flexible, emerging
structures and evaluative criteria
Difference in Data Presentation and Analysis