Dipresentasikan pada acara Lokakarya Talent Scouting PTN Baru

(1)

Program TS- 2016

http://www.dikti.go.id

Direktorat Jenderal Sumber Daya Ilmu Pengetahuan, Teknologi, dan Dikti (Ditjen Sumberdaya Iptek dan Dikti)

HERU SUKOCO

Tim Talent Scouting - DG-RSTHE

Direktorat Jenderal Sumber Daya Ilmu Pengetahuan, Teknologi, dan Dikti

Address: JL. Jenderal Sudirman, Pintu I Senayan, Gedung D, Jakarta Pusat, DKI Jakarta 10270, Indonesia Tel.:+62 21 57946105

Website: http://www.dikti.go.id Email: [email protected], [email protected]

Research Proposal for Pursuing BUDI-LN Scholarship

Constructing a Research Paper:

(2)

Learning Objectives

By the end of this section, you should be able to:

•

Define

what

a literature review is and

why

it is

important.

•

Identify the

five steps

in conducting a literature

(3)

Program TS- 2016

Direktorat Jenderal Sumber Daya Ilmu Pengetahuan, Teknologi, dan Dikti (Ditjen Sumberdaya Iptek dan Dikti) Direktorat Jenderal Sumber Daya Ilmu Pengetahuan, Teknologi, dan Dikti (Ditjen Sumberdaya Iptek dan Dikti)

Outline

1. Research Process Cycle

2. Introduction to Reviewing the Literature

3. What is a Literature Review?

4. Why is Literature Review important?

5. The 5 Steps in Conducting a Literature Review

(4)

Research Process Cycle

1. Identifying a Research Problem

• Specifying a problem • Justifying it

• Suggesting the need to study it for audiences

2. Reviewing the Literature

• Locating resources • Selecting resources • Summarizing resources

3. Specifying a Purpose for Research

• Identifying the purpose statement • Narrowing the purpose statement to research questions or hypotheses

4. Collecting Data

• Selecting individuals to study • Obtaining permissions

• Gathering information

5. Analyzing and Interpreting Data

• Breaking down the data • Representing the data • Explaining the data

6. Reporting and Evaluating Research

• Deciding on audiences • Structuring the report

(5)

Program TS- 2016

5

Talent Scouting KEMENRISTEK-DIKTI Thu, Sep 29, 2016

Flow of the Research

Process: Quantitative

vs. Qualitative

Research

(6)

Introduction to a Literature Review

•

The literature review presents one of

the greatest challenges

of the research

proposal to

experienced

and

inexperienced

researchers alike.

•

It is important

to know who has studied the research problem

you plan to

examine.

•

Perspective from:

•

Students

:

You

may fear

that you will initiate and conduct a study that merely

replicates prior research.

•

Advisors: They

fear

that you will plan a study that

DOES NOT

•

(1) build on existing knowledge

•

(2) add to the accumulation of findings on a topic

•

Need frequent

practices

and

experience

•

It is important that your literature review is

more than just a list of references

(7)

Program TS- 2016

Example:

Thu, Sep 29, 2016 Talent Scouting KEMENRISTEK-DIKTI 7

•

Anisa wants to “

study on the User Characteristics on the Use of

Internet applications at universities

”.

•

However, she hasn’t spent much time in the university library. Hence, she compiles

a list of questions

for her advisor:

1.

What is a literature review?

2.

Why is important?

3.

Where do I begin in conducting a literature review?

4.

What are the best materials to include in my review and how do I locate them?

5.

Is it worth my time to search the Internet for the literature?

6.

Are there any shortcuts for identifying journal articles on my topic?

7.

Should I gather and summarize both quantitative and qualitative studies?

8.

How long should my literature review be?

(8)

(9)

Program TS- 2016

What is a Literature Review?

•

A

literature review

is a written summary of

•

journal articles,

•

conference papers

•

books,

•

government documents, and

•

for the reader

•

So that the

research question

and

methodology

can be better understood,

•

demonstrates to the

expert reader

that the researcher is aware of the

breadth

and

diversity

of literature that relates to the research

question,

•

situates

your research focus

within the context of

the wider academic

community

in your field,

•

reports your

critical review

of the relevant literature,

•

identifies a

gap

within that literature that your research will attempt to

(11)

Program TS- 2016

Why is it important?

Please answer the following questions according to your

research topic!

1. What research question(s) are you asking?

2. Why are you asking it (or them)?

3. Has anyone else done anything similar?

4. Is your research relevant to research, practice, or theory in your

field?

5. What is already known or understood about this topic?

6. How might your research add to this understanding, or challenge

existing theories and beliefs?

(12)

Why is it important? (Cont’d)

•

It shows your

awareness

of the

most important

and

relevant

theories, models, studies, and

methodologies.

•

Providing an

integrated overview

of your field of study is

very important

•

Like

Anisa

, you conduct a literature review to

convince

your graduate committee that you

know

(13)

Program TS- 2016

Differences in Extent and Use of Literature in Quantitative

and Qualitative Research

13

(14)

The 5 Steps in Conducting a Literature Review

1.

Identify key terms

to use in your search for literature.

2.

Locate literature

about a topic by consulting several types

of materials and databases, including those available at an

academic library and on the Internet.

3.

Critically evaluate and select the literature

for your review.

4.

Organize the literature

you have selected by abstracting or

taking notes on the literature and developing a visual

diagram of it.

(15)

Program TS- 2016

Step 1: Identify key terms

1.

Write a preliminary

“working title”

for a project

•

Select 2 – 3 keywords in the title that capture the central idea of your

study.

2.

Pose

a short

,

general research question

that you would like answered in

the study.

•

Select 2 – 3 words in this question that best summarize the primary

direction of the study.

3.

Use

words that authors report

in the literature.

4.

Look in

a catalog of terms

to find words that match your topic.

5.

Go to the bookshelves in a university library or online database such as

Internet

Exercise

:

•

Find your research interest and address one of research topics!

(16)

Step 2: Locate literature about a topic

1.

You can now begin the search with your

key terms

for relevant

literature,

•

You might be tempted to begin your

search by accessing the Internet

and

exploring the electronic literature available on a topic.

2.

You might also begin your search by asking faculty or students to

recommend good articles and studies to review.

NOTE:

•

Although the search by accessing the Internet may be convenient,

not all

literature

posted on the Internet is dependable.

•

Sometimes individuals post articles that

have not passed

through

standards of external reviews.

•

However, full-text documents of

high quality

are also available on the

(17)

Program TS- 2016

Using the Internet as a Resource for a Literature Review

17

Advantages

•

There is easy access to material since the

researcher can search any time of the day.

•

Web sites have a breadth of information on most

topics.

•

Web sites provide a network that researchers can

contact about their topic and research problem.

•

Research posted to Web sites is typically current

information.

•

Web site literature may not be organized or

summarized in a way that is useful.

•

Web sites can be searched easily using a search

engine and keywords.

•

Select research studies can be printed

immediately from Web sites.

Disadvantages

•

Research posted to Web sites is not

reviewed for quality by “experts.”

•

The research found on Web sites may

have been plagiarized without the

searcher’s knowledge.

•

Research studies may be difficult to find

and time-consuming to locate.

•

Web site literature may not be organized

or summarized in a way that is useful.

•

Full-text electronic journals available on

(18)

Sample ERIC

(19)

Program TS- 2016

Step 3: Critically Evaluate and Select the Literature

1.

Is it a good, accurate source?

•

When you do the first 2 steps,

identifying key words

and

locating resources

, you

need to determine if it is a

good source

.

2.

Is it relevant?

•

Topic relevance

: Does the literature focus on the same topic as your proposed

study?

•

Individual and site relevance

: Does the literature examine the same individuals or

sites that you want to study?

•

Problem and question relevance

: Does the literature examine the same research

problem that you propose to study? Does it address the same research question you

plan to address?

•

Accessibility relevance

: Is the literature available in your library or can you

down-load it from a Web site? Can you obtain it easily from the library or a Web site?

If you answer

YES

to these questions, then the literature is

good source

and

relevant

for your literature review.

(20)

Step 4: Organize the literature

Once you have

located the literature

,

assessed its quality

, and

checked it for relevance

, the next step is to

organize

it for a literature

review.

1.

Reproducing, Downloading, and Filing

2.

Taking Notes and Abstracting Studies

•

An

abstract

is a summary of the major aspects of a study or article,

conveyed in a concise way (comprises 200 - 350 words) and written

with specific components that describe the study.

•

Identify (for

quantitative

research ):

•

Research problems

•

Research questions or hypotheses

•

Data collection procedure

(21)

Program TS- 2016

Sample Abstract for a

Quantitative

Research Study

21

(22)

Step 4: Organize the literature (cont’d)

2. Taking Notes and Abstracting Studies (cont’d)

•

Identify (for

qualitative

research ):

•

Research problems

•

Research questions

•

Data collection procedure

•

Findings

3. Constructing a Literature Map

•

A

literature map

is a figure or drawing that displays the

(23)

Program TS- 2016

Sample Abstract for a

Qualitative

Research Study

23

(24)

Example of A Literature Map:

Hierarchical

Design

(25)

Program TS- 2016

Example of A Literature Map:

Circular

Design

25

(26)

Step 5: Write a Literature Review

1. Using a Style Manual:

1) End-of-text references,

2) Within-of-text references, and

3) Headings

•

The

Example of

End-of-text references

:

•

Journal article

Elam, S. M. (1989). The second Phi Delta Kappa poll of teachers’ attitudes toward

public schools. Phi Delta Kappan, 70(3), 785–798.

•

Conference paper

Zedexk, S., & Baker, H. T. (1971, May). Evaluation of behavioral expectation scales. Paper presented at

the meeting of the Midwestern Psychological Association, Detroit, MI.

•

Example of

End-of-text references

:

•

Rogers (1994) compared reaction times for athletes and nonathletes in middle schools ….

•

Past studies of reaction times (Gogel, 1984; Rogers, 1994; Smith, 1989) showed ….

•

Entire groups of studies have addressed the difficulty of test taking and reaction times (Gogel, 1984;

Happenstance, 1995; Lucky, 1994; Smith, 1989).

•

Example of

Headings

:

Review of the Literature (Level 1)

Introduction (Level 2)

Social support. People band together in work units. . . . (Level 3)

(28)

2. Writing Strategies

•

Several additional elements will need your attention:

1) the extent of the review:

•

One question Maria asked her advisor was “How long should

my literature review be?”

•

à

There is

no easy answer

to this question, but you can begin

(29)

Program TS- 2016

2. Writing Strategies

•

2) the type of review

•

thematic

review of the literature

: the researcher identifies a

theme and briefly cites literature to document this theme,

•

study-by-study

review of the literature:

it provides a detailed

summary of each study grouped under a broad theme.

(30)

2. Writing Strategies

•

3) Concluding Statement of the Review

•

How do you end a literature review section in a study?

•

First

, summarize the major themes.

Ask yourself, “What are

the major results and findings from all of the studies I have

reviewed?”

à

It will result several themes

•

Second

, briefly summarize each theme.

(31)

Program TS- 2016

The summary of themes and the author’s justification of the need

for additional research.

The factors influencing faculty to be productive researchers found in the literature suggest

three themes: early productivity (Did faculty begin publishing early in their careers?);

mentoring (Did faculty apprentice under a distinguished researcher?); and support

systems (Did faculty have adequate funding for their research?). These factors, although

important, do not address the time faculty need to conduct research. When faculty have

allotted time for scientific investigations and inquiries, it helps to focus their attention,

offers sustained momentum for research, and removes distracting activities that may

draw their attention away from research.

•

The author states 3 themes and, from these themes, identifies an area for future

research: faculty time. Then, the author identifies three reasons for the importance

of the study of faculty time.

(32)

In-class assignment

1.

What is your research interest and your idea?

2.

Define one or more theme of your research topics!

3.

Find some literatures!

4.

By using the 5 steps in conducting literature review, Do a critical review

of each literature!

•

Importance of research topic

•

Research findings and other source of information

•

Timeliness of the topic

•

Specify your point of view

•

Summarize each literature at the end (conclusion), and

(33)

Program TS- 2016

Identification on Traffic Classification term: Example

33

•

Authors

•

Title

•

Publication year

•

Citations (approx.)

•

Subjective mark

•

Distinctive for

•

Advantages

•

Disadvantages

•

Output level detail

•

Detects unknown?

•

Machine Learning algorithm

•

Real-time classification?

•

Encrypted?

•

Automatic?

•

Network area

•

Traffic scope

•

Can work on NetFlow?

•

Required header fields

•

Traffic features

•

Training essence

•

Classification essence

•

Testing dataset summary

•

Evaluated traffic

•

Performance

•

Paper type

(34)

References

1.

J. W. Creswell, “Educational Research: Planning, Conducting, and Evaluating Quantitative

and Qualitative Research”, Pearson, 2011. ISBN: 9780131367395

2.

Anonymous. “The Writer’s Handbook: Academic and Professional Writing”, University of

Wisconsin-Madison, Aug 29, 2014. Internet: Access Date: Sep 16, 2016 on URL:

http://writing.wisc.edu/Handbook/index.html

3.

SSDS, “Research Skills”, in Writing a Research Proposal. University of Leicester. 2010.

4.

R. Murray, “How to survive your viva”, Maidenhead: Open University Press. 2003.

5.

G. Rugg and M. Petre, “The unwritten rules of PhD research”. Maidenhead: Open University

Press, 2004.

6.

P. Tinkler and C. Jackson, “The doctoral examination process: a handbook for students,

examiners and supervisors”, The Society for Research into Higher Education. Maidenhead:

Open University Press, 2004.

7.

J. Wellington, A. Bathmaker, C. Hunt, G. McCulloch, and P. Sikes, “Succeeding with your

doctorate”, London: Sage, 2005.

(35)

Program TS- 2016

Dipresentasikan pada acara Lokakarya Talent Scouting PTN Baru

HERU SUKOCO

Tim Talent Scouting - DG-RSTHE

Direktorat Jenderal Sumber Daya Ilmu Pengetahuan, Teknologi, dan Dikti

Address: JL. Jenderal Sudirman, Pintu I Senayan, Gedung D, Jakarta Pusat, DKI Jakarta 10270, Indonesia Tel.:+62 21 57946105

Website: http://www.dikti.go.id Email: [email protected], [email protected]

"I hear and I forget;

I see and I remember;

I do and I understand."

(Confusius)

“Experiencing is believing."

(36)