2. Validity in Qualitative Research
This part would discussed the validity for qualitative research in order to raise the degree of validity itself. Maxwell in Cohen
et al
. 2000:107 proposes five kinds of validity in qualitative methods, they are:
1 descriptive validity, 2 interpretative validity, 3 theoretical validity, 4 generalizability and, 5 evaluative validity.
a. Descriptive validity
Maxwell in Cohen
et al
. 2000:107 argues descriptive validity is the factual accuracy of the account, which is not made up, selective or
distorted. On the other hand, it is akin to what actually happened objectively factual.
In order to reach descriptive validity, there would be no change from the questionnaire that had been collected. There would also be no
change from the interview‘s result. The data would be presented as they are without any change. There was no setting to the population. This study
would only present how things work as they were and without placing any neither setting nor adjustment. By describing things that happened as they
were in the process of collecting data, it was expected that the descriptive validity would be reached.
b. Interpretative validity
Maxwell in Cohen
et al
. 2000:107 argues interpretative validity as the ability of the research to catch the meaning, interpretations, terms,
intentions that situations and events have for the participantssubjects themselves, in their terms.
This study was expected to appraise learning strategies used by freshmen students. Some theories were used to give a guideline in
interpretating the subject. The main theory used to interpret the subject was the theory of learning strategy proposed by Oxford 1990 and later
supported by some other theories from Brown 2000, O‘Malley 1996 and Harmer 2007 that within the same area.
c. Theoretical validity
Maxwell in Cohen
et al
. 2000:107 argues theoretical validity as the theoretical constructions that the researcher brings to the research.
Theoretical validity is the extent to which the research explains the phenomena.
The data would be analyzed following Oxford‘s 1990 theory that had already been mentioned in the previous part. The data analysis from
the questionnaire would follow Oxford‘s theory.
d. Generalizability
Maxwell in Cohen
et al
. 2000:107 argues generalizability as the view that the theory generated may be useful in understanding other
similar situations. This means that the results of the research were not only specified only certain field, but can also be used for other similar situation
under the same circumstance. The result of this study might present some generalizations of how
freshmen students might use some learning strategies. In short, the extent of the study was expected to reveal some generalization of learning
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