Name : Lydia Aviodita

Class : VI.A

Npm : 1421110074

CHAPTER REPORT

Historical and Documentary Research

Based on my opinion, historical research is a study that examines the phenomena that
occur in the past arranged systematically and objectively. It is conducted by collecting,
evaluating, verifying and synthesizing the evidence to obtain strong conclusions. There is a
truly intact relationship between man, event, time, and place chronologically by not looking
at bits and pieces of observed objects.

The purpose of historical research is to understand the past, and try to understand the
present on the basis of events or developments in the past. In historical study of an
educational idea, it can be useful for understanding how and why our present educational
system including educational theories and practices are develoved. For conducting the
historical research, there are some steps followed:

1. Choice of subject
It is began with the selection and evaluation of a problem or area of study. Then
follows the definition of the problem in the precise terms, the selection of
appropriate sources of data, collection, classification and processing of data, and
finally, the evaluation and synthesis of the data into a balanced and objective
account of the subject under investigation . It is important for the student to define
the problem and appraise its appropriateness before moving into the project, as
many problems may not be suitable for historical research methods.
2. Data collection
The sources of historical research commonly classified as primary and secondary.
Primary sources are original items divided into two. First, remains or relics of a
given period (remains and artefacts as skeletons, fossils, weapons, tools, utensils,
buildings, pictures, furniture, coins). Second, those items that have had a direct
physical relationship with the events being reconstructed (manuscripts, charters,
 laws, archives of official minutes or records, files, letters, memoranda, memoirs,
biography, official publications, wills, newspapers and magazines, maps,
diagrams, catalogues, films, paintings, inscriptions, recordings, transcriptions, log
books and research reports). While, secondary sources are not original data such
as quoted material, textbooks, encyclopedias, other reproductions of material or
information, prints of paintings or replicas of art objects.
3. Evaluation of data
Evaluation of historical data and information is also called as historical criticism.
It means historical evidence is derived from historical data by the process of
criticism, which is of two types; external criticism and internal critism. External
criticism related with authenticity of data (where, when, and by whom it was
produced). While, internal criticism is about how accurate the data it is.
4. Writing the research report
This stage is known as the process of synthesis and process of demanding
creativity, imagination, resourcefulness, objectivity and systematic analysis.
There are some criteria for evaluating historical research (Mouly, 1978):
1. Problem : Has the problem been clearly defined?
2. Data : Are data of a primary nature available in sufficient completeness to
provide a solution?
3. Analysis: Has the relevance of the data been adequately explored?
4. Interpretation: Does the author display adequate mastery of his data and
insight into the relative significance?
5. Presentation: Does the style of writing attract as well as inform? Does the
report make a contribution on the basis of newly discovered data or new
interpretation?

The final step of historical research methodology is characterized by decision

making about the research problem. At the final step, conclusions are formulated,
and any hypothesis introduced earlier is either supported or rejected.

The use of quantitative methods

Commonly, historical research use qualititative method. This is so because the proper
subject-matter of historical research consists from a society’s or a culture’s past. The basic
skills required of the researcher to analyse this kind of qualitative or symbolic material
involve collecting, classifying, ordering, synthesizing, evaluating and interpreting. However,
In the comparatively recent past, attempts have been made to apply the quantitative methods
of the scientist to the solution of historical problems (Travers 1969). Of these methods, the
one having greatest relevance to historical research is that of content analysis, the basic goal
of which is to take a verbal, non-quantitative document and transform it into quantitative data
(Bailey 1978).

Life histories

According to Plummer (1983), the life history is frequently a full-length book about
one person’s life in his or her own words. Denzin (1999) suggests that there are several
varieties of biographical research methods including: biography, autobiography, story,
discourse, narrative writing, personal history, oral history, case history, life history, personal
experience and case study.

A life history involves five broad research process :

1. Preparation
We have to know :
 Who is to be the object of the study?
 What makes a good informant?
 What needs clarifying in the early stages of the research?
2. Data collection
There are some interview techniques :
 structured interviews that serve as general guides from the outset of the study.
 unstructured interviews. It pay attention to the importance of empathy and
‘nonpossessive warmth’ on the part of the interviewer researcher.
 Participant observation and casual chatting, supplemented by note-taking.
3. Data storage
The researchers must be consider how, what, and when they use the data.
4. Data analysis
There are 3 main issues supporting the quality of data generated by life history
methodology:
 Representativeness
  Reliability
 Validity
5. Data presentation
Three points of direction for the researcher intent upon writing a life history:
1. Clarify your audience and purpose
2. Set your limits
3. Check your writing regularly

Documentary research

Documentary research involves the use of texts and documents as source

materials such as field notes, diaries and journals, records, biographies,
autobiographies, formal records, timesheets/timetables, samples of students’ work,
memos and emails, reports and statistics, correspondence, plans, pamphlets and
advertisements, etc. It may show how situations have evolved over time. Some
documents can bring difficulties (highly biased and not available). The documents
also should be studied their context, in order to understand their significance at the
time.

Questions to approach documentary research:

1. Context of the document

2. Writer of the document
3. The researcher and the document

Reliability and validity in documentary analysis

Validity and reliability are important in documentary analysis. Scott (1990)

suggests four criteria for validity and reliability in using documents: authenticity;
credibility (including accuracy, legitimacy and sincerity); representativeness
(including availability and which documents have survived the passage of time); and
meaning (actual and interpreted).