Name : Rizki Fajrita SN : 1006102050041

DESCRIPTIVE (CASE STUDY) 1. DEFINITION a. A descriptive study is one in which information is collected without changing the environment means that the methods are used when the researcher wants to describe specific behavior as it occurs in the environment itself. b. A case study is a research method which allows for an in- - depth examination of events, phenomena, or other observations within a real- life context for purposes of investiation, theory develoment and testing, or simply as a tool for learning From wikipedia : In the social sciences and life sciences, a case study (or case report) is a descriptive, exploratory or explanatory analysis of a person, group or event. An explanatory case study is used to explore causation in order to find underlying principles.[1][2] Case studies may be prospective (in which criteria are established and cases fitting the criteria are included as they become available) or retrospective (in which criteria are established for selecting cases from historical records for inclusion in the study). Another suggestion is that case study should be defined as a research strategy, an empirical inquiry that investigates a phenomenon within its real-life context. Case study research can mean single and multiple case studies, can include quantitative evidence, relies on multiple sources of evidence, and benefits from the prior

development of theoretical propositions. Case studies should not be confused with qualitative research and they can be based on any mix of quantitative and qualitative evidence. Single-subject research provides the statistical framework for making inferences from quantitative case-study data.[2][4] This is also supported and well-formulated in (Lamnek, 2005): "The case study is a research approach, situated between concrete data taking techniques and methodologic paradigms."

2. THE

ADVANTAGES

OF

CONDUCTING

CASE

STUDY

RESEARCH a. Provides context- - dependent (practical) knowledge as opposed to context- independent (theoretical) knowledge which social science has difficulty with. b. Less restrictive than other methods (a degree of openness or freedom of movement in the beginning) c. Narrative easily retained d. Provides a qualitative leap in the learning process (second only to practical experience) e. Emphasis on learning vs. proof 3. HERE IS AN EXAMPLE OF A RESEARCH BACKGROUND RATIONAL OF DESCRIPTIVE STUDY (RESEARCH PROBLEM): Selinker (1972) first introduced the notion of interlanguage (IL) after several years of observation and academic discussion stating that the language (utterances) produced by a L2 learneralthough conveying the same

meaning is different from those produced by a native speaker of the language, and this learner language itself comprises a new linguistic system known as interlanguage. The students at our university come from a Spanish-speaking discourse community with a social background and language production very likely accepted and shared by their age (15-18 years old). They come to class probably thinking certain sentences and phrases used in Spanish may actually mean the same if they translate exactly the same words from Spanish into English in order to communicate something they want to share. In other words, the students transfer structures, words or cognates from their first language to their target language. The transfer becomes positive when similar structures in both the speakers first and second language are useful for communication, but it becomes negative when it interferes in the communication (Ellis, 2003; Hendrickson, 1978; Morales, 2005). However, presently in language teaching, the tendency for error treatment is more of tolerance than correction although this view is still controversial. Some approaches suggest that errors should no longer be considered negative; on the contrary, they are an opportunity for learners to improve because they can learn from their mistakes (Morales, 2005). In real life situations some errors may be ignored as long as they are not too serious. Studies in second language writing on tolerance of errors at English-speaking universities revealed that professors do not mind errors as long as they can understand what the student wants to communicate (Camps & Salsbury, 2008; Janopoulos, 1992). Similarly, tolerance may occur when non-native speakers make errors at the moment of speaking to a native or proficient speaker (Brown, 2007; Hendrickson, 1978; Hubbard et al., 1983; Piazza, 1980; Shaw, 1985). We may know that the non-native speaker is making an error, but we do not mind because we believe we can understand what the non-native speaker is trying to say. However, we may ask ourselves how much tolerance

and how much understanding we actually have. We may realize this as our conversation develops.

4. RESEARCH DESIGN Every type of research has a research design, the design is a logical sequence of a study which connects empirical data to a study initials research question and ultimately to its conclusion. Research design is also called a logical plan to answer some questions related to the problem and the plan of deciding the way of answering them. For case study, there are five important components of research design, a studys question, the proposition, units of analysis, the logic linking data to the proposition, and criteria of interpreting the findings. a. Studys question determines the strategy to be used Exlanatory, Descriptive or Exploratory. study question also related to this case study is about howand why. A reseacher seems like to reveal and emmerge some question about the problem which needs to be analysed. b. Study proposition Each of study should have study proposition or purpose of the study itself, if the research question are why and how, the purpose is scoped only for getting answer for the questions. c. Unit of analysis

Unit analysis is the variable included in a case study, for instance, if there is a concern about the implementation of additional lesson hours in an elementary school, the unit analysis might be the previous lesson hours, the effectiveness of the previous hours, and the opinion of the students. The data found will be analysed by the researcher to answer the concern problem. The analysisi can be qualitative or quantitative depends on whether the data includes numerical analysis or not. d. Linking data to proposition It is crucial to analyse the data getting from interviewing, giving questionare or observing since the core information will lead to the purpose of the study. However, it is not impossible cases for the researcher if she found the data she got was nothing to do with the proposition. For example, a researcher wants to conduct a research about the fatal accidents on the traffic after a new rule of speed limit applied. Even though the number of fatalities (data) she got had decreased, it had nothing to do with the speed limit. It means that the real proportion that the researcher claimed before had no effect on the data she gathered. 5. Parts of the report A rationale for studying the case. A detailed description of the facts related to the case. A description of the data you collected. A discussion of the patterns you found. A connection to the larger scheme of things.

5. DATA COLLECTION Can be qualitative, quantitative , or a combination of both

6. SAMPLING Probability sampling: every member of population has an equal chance to be chosen by the researcher. Nonprobability sampling: the member of population do not have an equal chance to be chosen.

7. INSTRUMENTS USED References Yin, R.K. (2003). s Case Study Research: Design and Methods (Third Edition). Sage Publications. Gerring, J. (2006). University Press, New York, NY. Subhani, R (2000). Research Guideline Handbook. Case Study Research: Principles and Practices . Cambridge questionare Yes no question,Multiple-choice questions & Open-ended questions interview Observing