NARRATIVE INQUIR: A RESEARCH

METHOD FOR EMPOWERING OUR

VOICES

BY GALUH NUR ROHMAH

2007: MASTER THESIS
MY FOCUS:

This study aims to answer these following research questions:

1. What learning and teaching experiences have been important to

me?

2. How do these experiences shape my understanding of EFL

writing?

3. What can I learn about my teaching and learning experiences

by writing about them?
2017
MY FOCUS:
1. What teaching experiences using collaborative EFL writing have been
important to teachers?
a. What did teachers experience in firstly applying collaborative writing?
b. What did teachers experience in managing collaborative writing?
c. What did teachers find about the benefits of collaborative writing?
d. What did teachers hope about future direction of collaborative writing?

2. What learning experiences using collaborative EFL writing have been

important to students?
a. What did students experience in firstly engaging with collaborative
writing?
b. What did students find about the benefits of collaborative writing?
c. What did students hope about future direction of collaborative writing?
THE SESSION IS TO:
Introduce narrative inquiry.
Raise your awareness on:
a. What is narrative inquiry?
b. Terms of narrative inquiry
c. Characteristics of NI
d. What goes on in NI?
 NARRATIVE INQUIRY/NARRATIVE RESEARCH
A qualitative research that focuses on:
a. studying a single person,
b. gathering data through the collection
of stories,
c. reporting individual experiences,
d. discussing the meaning of those
experiences for the individual
(Creswell, 2012)

Narrative inquiry is a way of

understanding experience/stories.
(Clandinin and Connelly, 2000).
Biographical Life history
research Autobiographical
(Bertaux,19
(Chamberlayne research (Fivush
81
et al, 2000) & Haden, 2003)

Terms for
Life story Oral history
Narrative Inquiry
(Atkinson, research
1998) (Thompson, 2000)

Personal
Self-study
experience
(Loughran &
(Clandinin and
Russell, 2002)
Connelly, 1994)
 2. CHRONOLOGY
OF THE 3.
EXPERIENCES COLLECTING
1. INDIVIDUAL INDIVIDUAL
EXPERIENCES STORIES

MAJOR CHARACTERISTICS 4.
OF NARRATIVE INQUIRY RESTORYING

5. CODING OF
7. THEME
COLLABORATING
WITH
PARTICIPANT
6.
CONTEXT OR
SETTING
 POTENTIAL TOPICS for
NARRATIVE INQUIRY

Teachers’ lives: Teachers’ identity: as an

Learner and Learning:
teaching using EFL teacher, as a
learning strategies,
technology, assessing researcher, as a trainer,
motivation, persistance,
students’ works, as a mentor etc
autonomy, learning with
teaching experiences,
technology, L2 literacy etc
teacher training,
mentoring etc
 Oral Narrative:
Interviews are mainly used to elicit oral
accounts of language learning

Written Narrative:
Written data produced by language
FORMS OF learner (diaries, language learning
NARRATIVE histories,)
DATA

Multimodal Narratives
The use of additional text types,
other than oral or written, as
narratives.
Image, writing, music, layout, and
others as different modes that
people use to make and
communicate meanings
FINDINGS IN NARRATIVE INQUIRY: SOME ISSUES
There important issues concerned with both the
quality and ethic of data analysis (Barkhuizen, et
al, 2014):
1. Rigor
The data should be analyzed thoroughly, and the data
analysis procedures should be applied systematically.

2. Trustworthiness
a. Credibility (tringulation, member checking & peer
validation).
b. Transferability (thick description of subject,
research instrument)
Barkhuizen et al (2014) highlight that:
1. Narrative inquiry is the only
methodology that provides access to
language teaching and learning as
lived experiences
2. Narrative inquiry has also tended to
develop identities as “learners” or
“teachers” of second or foreign
languages.
Prior, M.A & Niesz, T. 2013. Refugee children’s
adaptation to American early childhood classrooms:
A Narrative Inquiry.
The Qualitative Report. Vol 18, pp. 1-17

Soekirno, D.C. 2004. Why I became an English

Teacher. Practice and Critique.
Vol 3(1), pp. 59-70
Rohmah, G.N. 2008. Facing the complexities of writing:
My journey as a learner and teacher of EFL writing.
UIN Press: Malang

Syafiyah, Rohmah, G.N, Muniroch, S, Zein, B. 2010. From unseen

to seen: Our experiences of teaching English content courses.
Unpublished research report. UIN Maulana Malik
Ibrahim Malang
Rohmah, G.N, Widiati, U. Adding a Different Taste: EFL Teachers’
Experiences with Collaborative Writing. 2017. Journal of Applied
Linguistics and Language Research. Vol. 4, Issue 8, 2017, pp. 151-
167. Available online at www.jallr.com

Rohmah, G.R. Widiati, U. Kadarisman, E. Irawati, E. STUDENTS’

EXPERIENCES IN COLLABORATIVE EFL WRITING. 2018.
International Journal of English and Education. Volume:7, Issue:1,
January 2018

Student Voices
Liu, P.E. 2010. A Journey of Empowerment: What Does ‘‘Better
English’’Mean to Me?. TESOL Journal 1.3, September 2010. p. 389
doi: 10.5054/tj.2010.226927
Bremner, S. Anne Peirson-Smith. Jones, R. Bhatia, V.
Task Design and Interaction in Collaborative Writing: The Students’
Story. 2014. Business and Professional Communication Quarterly. Vol.
77(2) 150–168
DOI: 10.1177/2329490613514598

Kong, M.L.F. On Teaching Methods:

The Personal Experiences
of Teachers of English. 2016. RELC Journal. 1-13

DOI: 10.1177/0033688216661251
EXAMPLE OF NARRATIVE FRAME
Barkhuizen et al (2014) define that a narrative frame is a written
story template consisting of a series of incomplete sentences and
blank spaces of varying lengths.

I am an English learner. The first time I learnt English writing

was___________________________. When, my teacher asked me to
write a paragraph, I felt__________________. I liked/disliked
when,__________________________________. In my writing
classroom, I need______________. I wanted my writing
teacher___________________. This is probably
because__________________. In the future, I am going to try
to_________________. This is the end of my story.
CLOSING REMARK

a. Narrative inquiry is a research tool to accomodate

students’ and teachers’ stories.
b. There is a call for students and teachers to share
their stories.
c. It is time to share your personal knowledge to be
accessed as professional knowledge for teachers
and students.
 U!
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