DATA GHATERING

DATA GHATERING

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BY:

1.      IIN ANGGRAINI                                                     14. 203. 00049

2.      NUR MITHA SARI DAULAY                                14. 203. 00096                       

3.       

THE LECTURE :

RAYENDRIANI FAHMEI LUBIS, M.Ag

NIP. 19710510 200003 2 001

ENGLISH DEPARTEMENT

TARBIYAH AND TEACHER TRAINING FACULTY

STATE INSTITUTE FOR ISLAMIC STUDY

PADANGSIDIMPUAN

T.A 2016/2017

PREFACE

The writer wants to thank to Almighty God because of His bless and grace, we can finish this paper. This paper titled ”Verb”. The writer wrote it to fulfill the final assignment of English subject.

The writer also delivers his gratitude to Mrs. Fitri Rayani Siregar, M.Hum, the English teacher of Vocabulary, for her guidance to complete it. The writer realizes that this paper is far from perfect in the arrangement or in the content of the paper. The writer hopes that the suggestions from the reader can be a support to make her better in the next paper project.

                                                                                 

Padangsidimpuan,   September 2016

Penulis

TABLE OF CONTENT

PREFACE ............................................................................................        i

TABLE OF CONTENT ......................................................................        ii

CHAPTER I INTRODUCTION ........................................................        1

A.    Background ................................................................................        1

CHAPTER II DISCUSSION ..............................................................        2

A.    Verb.............................................................................................        2

B.     Type Verbs And Functions.........................................................        2

CHAPTER III CONCLUSION ..........................................................        6

A.    Summary.....................................................................................        6

REFERENCES

CHAPTER I

INTRODUCTION

A.    Background

Data collection is a stage in the research process is important, because only by getting the right data, the research process will last until researchers get answers from the formulation of the problem that has been set. The data that we find must be in accordance with the purpose of research. With the correct sampling technique, we've got a strategy and procedures that will be used in the search for data in the field. In this section, we will discuss what type of data that we can use for our research. The first is the secondary data and the second is the primary data.

Secondary data is data that is already available so we stayed search and collect; being the primary data is data that can only be obtained from the original source or first. If the secondary data can be obtained more easily and quickly because it is available, for example in libraries, corporations, trade organizations, central bureau of statistics, and government offices; then the primary data must directly take from the original source, through a resource right and what we make of respondents in our research.

CHAPTER II

DISCUSSION

A.    Understanding Data Ghatering/ Colection

Data collection instruments are the tools selected and used by researchers in its activities in order to collect these activities into a systematic and easy by it.

Data collection instruments are ways that can be used by researchers to collect data. Instrument as a tool in using the method of data collection is a means which may be embodied in objects, such as a questionnaire  , the device test, interview guidelines, observation guidelines, scale and sebaginya.

The research instrument is something that is very important and strategic position in the overall research activities. With the instrument will be obtained data is an essential ingredient to answer the problem, look for something that will be used to measure in purpose, and to prove the hypothesis . Data collection is done to obtain the information needed in order to achieve the research objectives. Interest expressed in hypothetical form a temporary answer to petanyaan research. Answer it still needs to be tested empirically, and for the purpose of data collection is required. The data collected is determined by the variables that exist in the hypothesis. Data was collected by a sample that had been predetermined. The sample consists of a set unit of analysis as a research target.

Variables studied contained in the relevant unit of analysis in the study sample. Data collected from each of the variables is determined by the operational definition of the variables concerned. The operational definition that refers to two things that are important in relation to data collection, the empirical indicators and measurements.

Data are usually collected through qualitative and quantitative methods.[1] Qualitative approaches aim to address the ‘how’ and ‘why’ of a program and tend to use unstructured methods of data collection to fully explore the topic. Qualitative questions are open-ended such as ‘why do participants enjoy the program?’ and ‘How does the program help increase self esteem for participants?’. Qualitative methods include focus groups, group discussions and interviews. Quantitative approaches on the other hand address the ‘what’ of the program. They use a systematic standardised approach and employ methods such as surveys¹ and ask questions such as ‘what activities did the program run?’ and ‘what skills do staff need to implement the program effectively?’

Both methods have their strengths and weaknesses. Qualitative approaches are good for further exploring the effects and unintended consequences of a program. They are, however, expensive and time consuming to implement. Additionally the findings cannot be generalised to participants outside of the program and are only indicative of the group involved.[2]

Quantitative approaches have the advantage that they are cheaper to implement, are standardised so comparisons can be easily made and the size of the effect can usually be measured. Quantitative approaches however are limited in their capacity for the investigation and explanation of similarities and unexpected differences.[3] It is important to note that for peer-based programs quantitative data collection approaches often prove to be difficult to implement for agencies as lack of necessary resources to ensure rigorous implementation of surveys and frequently experienced low participation and loss to follow up rates are commonly experienced factors.

B.     Mixed Methods

Is there a way to achieve both the depth and breadth that qualitative and quantitative methods may achieve individually? One answer is to consider a mixed methods approach as your design, combining both qualitative and quantitative research data, techniques and methods within a single research framework.[4]

Mixed methods approaches may mean a number of things: ie a number of different types of methods in a study or at different points within a study, or, using a mixture of qualitative and quantitative methods.

Mixed methods encompass multifaceted approaches that combine to capitalise on strengths and reduce weaknesses that stem from using a single research design. Using this approach to gather and evaluate data may assist to increase the validity and reliability of the research.

Some of the common areas in which mixed-method approaches may be used include:[5]

-          Initiating, designing, developing and expanding interventions;

-          Evaluation;

-          Improving research design; and

-          Corroborating findings, data triangulation or convergence.

Some of the challenges of using a mixed methods approach include:

-          Delineating complementary qualitative and quantitative research questions;

-          Time-intensive data collection and analysis; and

-          Decisions regarding which research methods to combine.

These challenges call for training and multidisciplinary collaboration and may therefore require greater resources (both financial and personnel) and a higher workload than using a single method.4 However this may be mediated by identifying key issues early and ensuring the participation of experts in qualitative and quantitative research.

Mixed methods are useful in highlighting complex research problems such as disparities in health and can also be transformative in addressing issues for vulnerable or marginalised populations or research which involves community participation.3 Using a mixed-methods approach is one way to develop creative options to traditional or single design approaches to research and evaluation.

C.    Surveys

Surveys are a good way of gathering a large amount of data, providing a broad perspective. Surveys can be administered electronically, by telephone, by mail or face to face. Mail and electronically administered surveys have a wide reach, are relatively cheap to administer, information is standardised and privacy can be maintained.[6] They do, however, have a low response rate, are unable to investigate issues to any great depth, require that the target group is literate and do not allow for any observation.

As surveys are self-reported by participants, there is a possibility that responses may be biased particularly if the issues involved are sensitive or require some measure of disclosure on trust by the participant. It is therefore vital that surveys used are designed and tested for validity and reliability with the target groups who will be completing the surveys.

Careful attention must be given to the design of the survey. If possible the use of an already designed and validated survey instrument will ensure that the data being collected is accurate. If you design your own survey it is necessary to pilot test the survey on a sample of your target group to ensure that the survey instrument is measuring what it intends to measure and is appropriate for the target group.[7]

Questions within the survey can be asked in several ways and include: closed questions, open-ended and scaled questions, and multiple choice questions. Closed questions are usually in the format of yes/no or true/false options. Open-ended questions on the other hand leave the answer entirely up to the respondent and therefore provide a greater range of responses.1 Additionally, the use of scales is useful when assessing participants’ attitudes. A multiple choice question may ask respondents to indicate their favourite topic covered in the program, or most preferred activity. Other considerations when developing a survey instrument include: question sequence, layout and appearance, length, language, and an introduction and cover letter.1 Sensitive questions should be placed near the end of a survey rather than at the beginning.

Offering young people an incentive for completing the survey or embedding the survey as a compulsory item within the program schedule or curriculum may be useful to maximise the response rate.

D.    Interviews

Interviews can be conducted face-to-face or by telephone. They can range from in-depth, semi-structured to unstructured depending on the information being sought.[8]

Face to face interviews are advantageous since:[9]

-          detailed questions can be asked

-          further probing can be done to provide rich data

-          literacy requirements of participants is not an issue

-          non verbal data can be collected through observation

-          complex and unknown issues can be explored

-          response rates are usually higher than for self-administered questionnaires.⁶

Disadvantages of face to face interviews include:[10]

-          they can be expensive and time consuming

-          training of interviewers is necessary to reduce interviewer bias and are administered in a standardised why

-          they are prone to interviewer bias and interpreter bias (if interpreters are used)

-          sensitive issues maybe challenging.

Disadvantages of telephone interviews include:

-          having to make repeated calls as calls may not be answered the first time

-          potential bias if call backs are not made so bias is towards those who are at home

-          only suitable for short surveys

-          only accessible to the population with a telephone

-          not appropriate for exploring sensitive issues.

E.     Focus groups

Focus groups or group discussions are useful to further explore a topic, providing a broader understanding of why the target group may behave or think in a particular way, and assist in determining the reason for attitudes and beliefs.[11] They are conducted with a small sample of the target group and are used to stimulate discussion and gain greater insights.

Focus groups and group discussions are advantageous as they:[12]

-          are useful when exploring cultural values and health beliefs

-          can be used to examine how and why people think in a particular way and how is influences their beliefs and values

-          can be used to explore complex issues

-          can be used to develop hypothesis for further research

-          do not require participants to be literate.⁶

Disadvantages of focus groups include:

·         lack of privacy/anonymity

·         having to carefully balance the group to ensure they are culturally and gender appropriate (i.e. gender may be an issue)

·         potential for the risk of ‘group think’ (not allowing for other attitudes, beliefs etc.)

·         potential for group to be dominated by one or two people

·         group leader needs to be skilled at conducting focus groups, dealing with conflict, drawing out passive participants and creating a relaxed, welcoming environment

·         are time consuming to conduct and can be difficult and time consuming to analyse.

F.     Documentation

Substantial description and documentation, often referred to as “thick description”, can be used to further explore a subject. This process provides a thorough description of the “study participants, context and procedures, the purpose of the intervention and its transferability”. Thick description also includes the complexities experienced in addition to the commonalities found, which assists in maintaining data integrity.

The use of documentation provides an ongoing record of activities. This can be records of informal feedback and reflections through journals, diaries or progress reports. The challenge of documentation is that it requires an ongoing commitment to regularly document thoughts and activities throughout the evaluation process

CHAPTER III

CONCLUSION

A.    Summary

Collecting data is one important step in the research activities and carried out after researchers finished creating the design of the study in accordance with the matter to be investigated. The primary data in a questionnaire survey. In theory the data retrieval process plays an important role in determining the validity of research results. Therefore, the validity of the theory, the research results will have high validity, if the investigators made a mistake in data retrieval is tekni called a data collection error. Error in primary data collection will result directly in the analysis that does not correspond to the issues to be addressed so that the study results will produce the wrong conclusions.

Before we take a decision, sometimes we need some other alternative. Secondary data will be helpful in bringing about some other alternatives that support in solving problems to be studied. As more information we get, then peneyelesaian problem will become much easier.

Secondary data in addition to benefits in helping to define and develop a problem, secondary data also sometimes can bring the solution of existing problems. Not infrequently we will examine the issues will get the answer just based on secondary data alone.

REFERENCES

Hawe, P., Degeling, D., Hall, J. (1990) Evaluating Health Promotion: A Health Worker’s Guide, MacLennan & Petty, Sydney.

Taket A. 2010. In Liamputtong L (ed). Research methods in health: Foundations for evidence-based practice. Oxford University Press: South Melbourne.

Bowling, A. 1997. Research methods in health: Investigating health and health services. Place Published: Open University Press.

Ovretveit, J. 1998. Evaluating health interventions. Berkshire: Open University Press.

Nutbeam, D., and A. Bauman. 2006. Evaluation in a nutshell. North Ryde: McGraw-Hill

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[1] Hawe, P., Degeling, D., Hall, J. Evaluating Health Promotion: A Health Worker’s Guide, (MacLennan & Petty, Sydney. 1990), page. 76

[2] Taket A. In Liamputtong L (ed). Research methods in health: Foundations for evidence-based practice. (Oxford University Press: South Melbourne, 2010), page. 78

[3] Ibid., page. 78

[4] Bowling, A. Research methods in health: Investigating health and health services. (Place Published: Open University Press. 1997), page. 87

[5] Ibid, page. 88

[6] Nutbeam, D., and A. Bauman. Evaluation in a nutshell. (North Ryde: McGraw-Hill. 2006), page. 12

[7] Hawe, P., Degeling, D., Hall, J, Op. Cit, page. 76

[8] Ovretveit, J.. Evaluating health interventions. (Berkshire: Open University Press. 1998), page. 90

[9] Ibid, page. 91

[10] Bowling, A, Op. Cit, page. 87

[11] Ovretveit, J, Op. Cit, page. 103

[12] Taket A, Op. Cit, page. 109