자연주의적 탐구조사(Naturalistic Inquiry)

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Qualitative research for education: An introduction to theories and methods

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

Manajemen Sumber Daya Manusia

Research on students’ skill speaking English in a non-English speaking country such as Indonesia is limited. The purpose of this phenomenological study was to document Indonesian EFL student teachers’ experiences in speaking English at one public university in Jambi, Indonesia. Data came from demographic questionnaires and semi-structured interviews obtained from eight participants. We organized our analysis and discussion around Indonesian EFL student teachers’ perspectives and the contexts in which experiences they encountered emerge. Our analysis of the text revealed overarching themes and sub-themes including (1) language barriers (vocabulary, pronunciation, grammar, and fluency); (2) psychological factors (anxiety, attitude, and lack of motivation); (3) learning environment (lecturers, peers, and topics of speaking modules), and (4) practicing the language (self-practice, practicing the language with tutors and peers, practicing the language with media and technology, and maintaining a positive motivation). The findings indicated that all of themes and sub-themes appeared to be intricately interrelated.

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“If our English isn’t a language, what is it?” Indonesian EFL Student Teachers’ Challenges Speaking English

This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.

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Building an Online Community: Student Teachers’ Perceptions on the Advantages of Using Social Networking Services in A Teacher Education Program

Introduction American higher education has continued to become increasingly diverse and the number of overseas students, who come to the U.S. voluntarily with a specific period of time in order to pursue their educational careers, tends to increase from year to year. For example, the number of international students in American higher education in the 2009-2010 academic year was 690,923 students (Institute of International Education [IIE], 2011) and in the 2010-2011 academic year was 723,277 students (IIE, 2011). While the number of international students is increasing, the enrollment of Indonesian students in the U.S. dropped from 13,282 in the 1997-1998 academic year (Marklein, 2011) to 6,942 in the 2010-2011 academic year (IIE, 2011). One possible explanation for the declining trend in enrollment of Indonesian students may be related to entrance obstacles such as immigration regulations or visas after the horrific tragedy of September 11, 2001. As Akramand Johnson (2002) stated, "Almost immediately after the tragedy, Arabs and Muslims, as well as those appearing to be Arab or Muslim, were subject to crude forms of racial profiling" (p. 295). While the immigration regulations or visas issues sound like a plausible explanation, previous research has suggested that due to lack of extensive exposure to the U.S. academic and social culture, as well as significant differences in language, culture values, communication styles, and academic and social life between most Asian countries and the U.S., Asian international students appear to experience more academic and nonacademic challenges than do students from other regions (Fritz, Chin, & DeMarinis, 2008; Li & Gasser, 2005; Nilsson, Butler, Shouse, & Joshi, 2008; Poyrazli, Kavanaugh, Baker, & Al-Timimi, 2004; Sato & Hodge, 2009; Trice, 2004). While a substantial number of previous studies have addressed academic and nonacademic challenges experienced by many international students, most of them have focused on the international students in general and tend to place Indonesian students in one group with other Asian students (Fritz, Chin, & DeMarinis, 2008; Liu, 2001; Sumer, Poyrazli, & Grahame, 2008; Trice, 2004; Zhai, 2002). For example, Fritz, Chin, and DeMarinis (2008) found that Asian students had difficulties to deal with the new language and to make new friends. Meanwhile, Liu (2001) reported that interrelated identified as linguistic, sociocultural, cognitive, pedagogical, and affective factors influenced Asian international graduate students' classroom engagement. Although these studies might provide readers with useful information on what Asian students experienced during their transition processes in American higher education, much less work, to date, has examined how Indonesian students negotiate their cultural values in their cultural encounters in American graduate schools and what uniquely and individually academic engagement experiences of Indonesian graduate students might look like at the classroom level. Tinto and Pusser (2006) and Kuh, Kinzie, Buckley, Bridges, and Hayek (2007) wrote that involvement or engagement is one of the most important factors influencing student success in college. Additionally, as indicated in a number of previous studies, there are substantial distinctions in types and meanings of student engagement which impact on students' experiences in schools (McMahon & Portelli, 2004; McMahon & Zyngier, 2009; Vibert & Shields, 2003). The lack of literature and information on Indonesian graduate students' academic engagement experiences in American higher education might keep the declining trend continuing since policymakers and those working with international students are not provided with current data to shape institutional actions and to provide multicultural education programs. Additionally, it might obscure our understanding of the unique and individual nature of Indonesian graduate students' academic engagement. …

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International Graduate Students' Cross-Cultural Academic Engagement: Stories of Indonesian Doctoral Students on an American Campus

The purpose of this qualitative study was to examine the experiences of Indonesian student teachers in English academic writing socialization at one public university teacher-training program in Jambi, Indonesia. The theoretical framework of cultural capital was used to guide the study. The data were collected through demographic profiles and semi-structured in- depth interviews with student teachers. The constant comparative method guided the data analysis. Five salient themes that emerged in this research were (1) no writing cultural backgrounds, (1) needing long-lasting exposure and internalization, (3) lack of academic writing socialization, (4) lack of institutional supports, and (5) lack of lecturers’ help due to higher power distance. The findings of this study provide evidence for policy makers and teacher educators to understand how teacher education management related to the English academic writing internalization should be improved at the program level. Policy implications and suggestions for future research are discussed.

https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=2280&context=tqr

Amirul Mukminin

Papers

“If our English isn’t a language, what is it?” Indonesian EFL Student Teachers’ Challenges Speaking English

Building an Online Community: Student Teachers’ Perceptions on the Advantages of Using Social Networking Services in A Teacher Education Program

International Graduate Students' Cross-Cultural Academic Engagement: Stories of Indonesian Doctoral Students on an American Campus

Voices from Within: Student Teachers' Experiences in English Academic Writing Socialization at One Indonesian Teacher Training Program

EFL Speaking Anxiety among Senior High School Students and Policy Recommendations. Journal of Education and Learning (Edularn), 9(3), 217-225.