Crucial instruments of narrative inquiry, Exercises of Qualitative research

Download Crucial instruments of narrative inquiry and more Exercises Qualitative research in PDF only on Docsity! In narrative inquiry, the researcher as the instrument collect the data through oral and written narrative data collection technique. In oral narrative inquiry, the researcher is elaborate with the participants over time and places through oral interaction. Interview is a technique which may be considered as most suitable way to access personal perspective on language learning and teaching context in oral form. In narrative inquiry, the researcher frequently adopts life history approach which concerns on person’s life story through his/ her retelling story. The format of the interview then categorized into structured, semi structured and open interviews. Structured interview is usually viewed as oral questionnaires because this format is structured by a sequence of prepared questions which then make this format has consistency. Therefore, this format may provide more similar and uniform collection of oral narratives. Semi structured interview shares a similarity to a previous format which using interview guide or question set that will be followed by be open-ended questions to allow participants to elaborate and the researchers able to get more personal data in order to develop the themes. This format is frequently used in narrative inquiry. One example of the implementation of semi structured interview which taken from a study by Coryell et al (2010). COPAS KOTAK 2.1 Corey et.al then set the interview questions into 3 sections, as follows: 1. General background questions (Items no. 1 – 3) 2. Online language learning (Items no. 4 – 11) 3. Spanish learning and use (Items no, 12 – 16) During the interview, the researchers were gradually asking the more personal questionnaires as follow up to support the participants’ statements. For example, when one of the participants stated that she liked to use real Spanish, the researcher then asked the motive. Open interview Rather than composed by preset questions like previous models, open interview this format is set up by no specified questions which the participants were free to retell their stories in their own word based on the given framework. This model is uncommon to adapt in narrative inquiry as several experts argued it existence and stated that the interviewee might confuse and speculate about the intention of the study. One example of the implementation of open interview which taken from a study by Coterall (2004). COPAS KOTAK 2.2 During the research, Coterall treated Harry as a partner instead of participants which then help to build the emotional and closer interaction and also relation. Coterall conducted 6 sessions which lasted a hour. In each session, Coterall begin with open ended questions (not specifically reported) then encourage Harry to retell his experience in university. Coterall also ask the Harry feedback regarding on his interpretation toward Harry stories. In written narrative, the data were written by language teacher and learners which take many forms such as diaries, language leaning histories, reflective journals and narrative frames. The researcher then read the text, construct, analyze and publish it. Learner Diaries Learner diaries are autobiographical, introspective document that record the language learnings for learner perspective which written over extended period of items and sometimes report general reflections and observations, like the feelings or thoughts. A main characteristic of learner diaries is that written concurrently with the learning. A study by Campbell (1996) is a good example of using learner diaries. Masukkan kotak 3.1 The diaries were regularly written twice a day which each entries’ length varied from three or four pages and sometime might longer depended on the events or occasions. At some time, the diaries were voice recorded and then transcribed. Language Learning Histories (LLH) While diaries record the concurring events, Language learning histories (simply mentioned as LLH) are the written stories of experience of learning language. LLH may retell the participants experience of learning language whether in short or long time, such as a semester or even an event that lasts in minutes. A study by Murphey et al (2004) is one example of how to use LLH to obtain the data. Masukkan kotak 3.2 The students were asked to write the LLH from they began to learn and their thoughts on future learning. The students’ LLH were followed the prepared set of guidance which revolved from their experience in previous schools, positive and negative experiences, their expectation and surprise on college, areas which they consider to improve and their advice to first year students. Teacher Narratives In this form, the narratives were written by the teacher in purpose of elaborating with the researcher, studies or even personal professional development. Teacher narratives commonly reflects on teachers’ practice, teaching context, emotion, development and also their language learnings. Furthermore, the data of teacher narrative were rich and makes a worthy contribution on understanding teachers’ context and as well the development. A study by Sakui (2002) is a good example of Teacher Narratives.