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dk/331/in-depth-interview Megafon

In-depth interview
The in-depth interview is a qualitative method of analysis, which proceeds as a confidential and secure conversation between an interviewer and a respondent. By means of a thorough composed interview guide, which is approved by the client, the interviewer ensures that the conversation encompasses the topics that are crucial to ask for the sake of the purpose and the issue of the survey.

The method of the in-depth interview is appropriate if you need to gain an insight into individual evaluations of specific material. This method is the right one to choose if the primary objective with the survey, for example is to evaluate a new packaging, an advertisement or a storyboard. Namely the method can produce very precise and specific answers as well as an exhaustive and varied knowledge about individual determined experiences, opinions and motives, which the group interview and the quantitative methods cannot encompass.

The method of the in-depth interview is also appropriate if your subject and issue are in the nature of something controversial, sensitive or tabooed. One of the advantages of the in-depth interview is that there is time for the respondent, in peace, to further develop and give reasons for his or hers individual point of views - without being influenced by the opinions of other respondents. Apart from that the method typical involves different techniques which encompass spontaneous, emotional and perhaps unconscious circumstances within the respondent.

The completion of an in-depth interview

An in-depth interview most often takes place in a private home, where the respondent is in his or hers natural surroundings. In this way, the respondent is relaxed and therefore open and willing to reply to the exhaustive questions. An in-depth interview typically varies between 1 and 2 hours and is recorded on tape or video for the sake of the following analysis and the writing of the report. For the sake of the respondents, these recordings are deleted half a year after at the latest.

http://edis.ifas.ufl.edu/fy393

Conducting an In-depth Interview1

Lisa A. Guion, David C. Diehl, and Debra McDonald
2

In-depth interviews are a useful qualitative data collection technique that can be used for a variety of purposes, including needs assessment, program refinement, issue identification, and strategic planning. In-depth interviews are most appropriate for situations in which you want to ask open-ended questions that elicit depth of information

from relatively few people (as opposed to surveys, which tend to be more quantitative and are conducted with larger numbers of people). This paper provides a brief introduction to in-depth interviewing as a tool for collecting rich information that can inform program development and evaluation.

What is an In-depth Interview?

In-depth, qualitative interviews are excellent tools to use in planning and evaluating Extension programs because they use an open-ended, discovery-oriented method, which allows the interviewer to deeply explore the respondents feelings and perspectives on a subject. This results in rich background information that can shape further questions relevant to the topic. The key characteristics of in-depth interviews are the following:

Open-ended Questions. Questions need to be worded so that respondents expound on the topic, not just answer yes or no. Many open-ended questions begin with why or how, which gives respondents freedom to answer the questions using their own words. Semi-structured Format. Although it is important to pre-plan the key questions, the interview should also be conversational, with questions flowing from previous responses when possible. For example, if an interviewee remarks that The elections are approaching, an appropriate response would be, How do you feel about the candidates involved? Seek Understanding and Interpretation. It is important to use active listening skills to reflect upon what the speaker is saying. The interviewer should try to interpret what is being said and should seek clarity and understanding throughout the interview. Recording Responses. The responses are typically audio-recorded and complemented with written notes (i.e., field notes) by the interviewer. Written notes include observations of both verbal and non-verbal behaviors as they occur, and immediate personal reflections about the interview.

In sum, in-depth interviews involve not only asking questions, but systematically recording and documenting the responses to probe for deeper meaning and understanding.

Skills and Attributes of the Interviewer

A skilled qualitative interviewer should be: 1. Open-minded. Judgment or criticism can act as barriers to communication, so it is important to maintain openness during the interview process. If interviewees perceive that they are being judged or evaluated, then they are less likely to openly share their opinions. Any conclusions that need to be made can be 2. written in a journal after the interview is over. Flexible and responsive. Human interactions are complex and peoples responses to questions are rarely predictable, so good interviewers can think on their feet, respond to challenges, and make sure that the core purpose is being served. Patient. Allow the respondent to speak freely and open up at a pace that is personally comfortable. Observant. Good interviewers are observant, picking up subtle cues such as facial expressions, body language, and tone of voice. A good listener. A good listener is one who listens actively, using strategies such as: Attending fully to what the speaker is saying by focusing wholly on what is being said. Active listening requires the listener to give full attention to the speaker until either the message has been received or the speaker has finished speaking. Paraphrasing what the speaker is saying to confirm to the speaker that the listener is actually listening and that the message conveyed is the message received. Paraphrasing also has the added benefit of forcing a speaker to focus wholly on the conversation, thus limiting distractions. Reflecting back to the speaker the emotions inherent in the message. By paying attention to tone and emotional content, the interviewer can gain a greater understanding of the messages being delivered.

3. 4. 5.

Although active listening sounds easy, it can take a lot of practice to learn. Thus, prior to conducting an in-depth interview, it is important to practice active listening on a friend or colleague. Begin by instructing a friend to talk about a topic of interest and practice your active listening strategies during the conversation. Afterward, ask for feedback and continue with different topics until active listening becomes a natural way of interacting.

Conducting an In-depth Interview

Kvale (1996) details seven stages of conducting in-depth interviews: thematizing, designing, interviewing, transcribing, analyzing, verifying, and reporting. Stage 1: Thematizing. In this stage, it is important to clarify the purpose of the interviews. The first question is whether you are using the interview for program planning. For example, you may want to use in-depth interviews as part of the needs assessment process by interviewing key members of the target audience and/or influential stakeholders. Or, your desire may be to use in-depth interviewing to complement other methods of evaluating your program. Once you have decided on your general purpose, then you can pinpoint the key information you want to gather through the in-depth interview process. Stage 2: Designing. After you determine what you want to know, you should design a way to elicit this information through the interview process. An interview guide that includes the key topics and questions will be your formalized plan for collecting information. See Qualitative Research Methods: A Data Collectors Field Guide in the References and Resources section for a sample interview guide. The interview guide should be designed to help the interviewer focus on topics that are important to explore, maintain consistency across interviews with different respondents, and stay on track during the interview process. The three basic parts of the interview guide are as follows: 1. The facesheet, which is used to record the time, date, and place of the interview, special conditions or circumstances that may affect the interview, and demographic information about the respondent being interviewed The interview questions, which are placed on the left side of the page, along with a blank space on the right side of the page for written observations The post-interview comment sheet, which is a place to write notes after the interview; these notes should include feelings, interpretations, and other comments that arose during the interview Stage 3: Interviewing. In the beginning of the interview, it is important to make introductions, explain the purpose of the study, and put the respondent at ease. If you plan to audio record the session, obtain the respondents permission and test the equipment to make sure it is working properly. Your main res ponsibility is to listen and observe as you guide the respondent through a conversation until all of the important issues on the interview guide are explored. Please see the earlier section on Skills and Attributes of the Interviewer for guidance on how to conduct good interviews. Stage 4: Transcribing. Transcribing involves creating a verbatim text of each interview by writing out each question and response using the audio recording. The interviewers side notes should also be included in the transcription, and properly labeled in a separate column or category. Stage 5: Analyzing. Analyzing involves re-reading the interview transcripts to identify themes emerging from the respondents answers. You can use your topics and questions to organize your analysi s, in essence synthesizing the answers to the questions you have proposed. If the interviews raise more questions than they answer, then more interviews may be necessary to properly examine the issue at hand.

2. 3.

Stage 6: Verifying. Verifying involves checking the credibility of the information gathered and a method called triangulation is commonly used to achieve this purpose. Triangulation involves using multiple perspectives to interpret a single set of information. For example, a study that uses triangulation to examine the outcomes of a Parenting Communication class would require researchers to interview at least three groups of participants: parents, children, and other household members. When each participant says the same thing in the interviews, then the information that results is considered valid. A simpler way to use triangulation in a study would be to have two colleagues read and analyze the same set of transcripts, and then compare notes. If the notes agree, then the information is credible. Stage 7: Reporting. Finally, it is important to share results from the in-depth interviews with internal and external stakeholders through a written or oral report; these reports should describe not only the results, but how the results will shape future work. When respondents see the information being used, they are more likely to participate in future data collection efforts.

Summary
When you want to gather rich data about Extension programs, in-depth interviews can be a valuable tool to guide your work. There really is no substitute for face-to-face communication, and in-depth interviews provide the structure to ensure that these conversations are both well-organized and well-suited to your purpose. While timeconsuming and labor-intensive, in-depth interviews can provide rich data to inform Extension programming.

References and Resources

Boyce, C. & Neale, P. (2006). Conducting In-depth interviews: A Guide for Designing and Conducting In-depth Interviews for Evaluation Input. Online. http://www.pathfind.org/site/DocServer/m_e_tool_series_indepth_interviews.pdf?docID=6301 Burley-Allen, M. (1995). Listening: The Forgotten Skill (A self-teaching guide). Hoboken, NJ: John Wiley & Sons. Donoghue, P.J. & Siegel, M.E. (2005). Are You Really Listening? Keys to Successful Communication . Notre Dame, IN: Sorin Books. Friesen, B. (2010). Designing and Conducting Your First Interview Project. San Francisco: Jossey-Bass. Kvale, S. (1996). Interviews: An Introduction to Qualitative Research Interviewing . Thousand Oaks, CA: Sage. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications. Longsfield, Kim (2004). In-depth Interviews. Online. http://www.aidsmark.org/ipc_en/pdf/manual/14_ResearchToolkit-Ch6-In-Depth-Interviews.pdf [29 June 2012]. Mack, N., Woodsong, C., MacQueen, K., Guest, G., & Namey, E. (2005). Qualitative Research Methods: A Data Collectors Field Guide. Online. http://www.fhi.org/en/RH/Pubs/booksReports/QRM_datacoll.htm Rubin, H. J. & Rubin, I. S. (2004). Qualitative Interviewing: The Art of Hearing Data (2nd ed.). Thousand Oaks, CA: Sage Publications. Wertz, F., Charmaz, K., McMullen, L., Josselson, R., Anderson, R., & McSpadden, E. (2011). Five Ways of Doing Qualitative Research. New York: Guilford Press.

Footnotes
1. This document is FCS6012, one of a series of the Department of Family, Youth and Community Sciences, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Original publication date October 2001. Revised January 2006; August 2011. Original written by Lisa A. Guion, former faculty member, revised by David C. Diehl and Debra McDonald. Visit the EDIS website at http://edis.ifas.ufl.edu. 2. Lisa A Guion, former faculty member; David C. Diehl, assistant professor; Debra McDonald, project coordinator; Department of Family, Youth and Community Sciences; Florida Cooperative Extension Service; Institute of Food and Agricultural Sciences; University of Florida; Gainesville, FL 32611.

The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educational information and other services only to individuals and institutions that function with nondiscrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status, national origin, political opinions or affiliations. For more information on obtaining other extension publications, contact your county Cooperative Extension service. U.S. Department of Agriculture, Cooperative Extension Service, University of Florida, IFAS, Florida A. & M. University Cooperative Extension Program, and Boards of County Commissioners Cooperating. Nick T. Place, Dean.

1. Mentranskrip Wawancara Hasil wawancara dalam tape recorder ditranskripsikan ke dalam kata demi kata. Transkrip data dibuat segera setelah wawancara dengan mendengarkan dengan seksama nada suara, perubahan suara, dan jeda antara peneliti dan partisipan. 2. Immersion in the data Dalam proses ini peneliti membaca dan membaca kembali catatan, transkrip, melihat kembali catatan observasi dan pengalaman, mendengarkan tape recorder hingga peneliti terbenam dalam data. 3. Reduksi Data Reduksi Data adalah pemilahan data kasar, mencari hal-hal yang pokok,dan memperoleh hal-hal penting dalam elemen data. 4. Analysis Data

Ada beberapa tekhnik yang dilakukan dalam analisa data yakni: a. Coding artinya mengkategorikan dimana peneliti mengorganisasikan data, menyeleksi elemen yang spesifik dari data untuk dikategorikan, dan memberi nama kategori tersebut yang akan merefleksikan filosofi dasar yang digunakan dalam penelitian. b. Reflective remarks Saat catatan sudah direkam, pemikiran atau pengetahuan mendalam seringkali timbul secara tidak disadari. Pemikiran tersebut secara umum termasuk ke dalam catatan dan terpisah dari catatan lain yang di dalam tanda kurung. c. Marginal remarks Setelah catatan diperiksa, observasi tentang catatan tersebut perlu untuk ditulis secepatnya. Kata-kata tersebut biasanya ditulis di margin kanan dari catatan dan seringkali berhubungan dengan bagian lain dari data atau mengusulkan sebuah intrepretasi yang baru. d. Memoing dikembangkan oleh peneliti untuk merekam pengetahuan yang mendalam atau ide yang berhubungan dengan catatan transkrip atau code. Memo menggerakkan peneliti ke arah teori dan konseptual daripada faktual. Peneliti dapat membuat hubungan (link) bagian dari data bersama atau bagian khusus dari data sebagai contoh dari ide konseptual. Hal yang penting adalah nilai setiap ide dan mendapatkannya tertulis dengan cepat. Kapanpun ide tersebut muncul , walaupun hal itu samar dan pemikiran tidak baik, tetap harus tertulis secepatnya. e. Developing propositions Saat penelitian terus berkembang, hubungan antara kategori, partisipan, tindakan dan peristiwa akan mulai dimunculkan. Peneliti akan mengembangkan prasangka tentang hubungan yang dapat diformulasikan dalam proporsi sementara.

Pernyataan atau proporsi dapat ditulis dalam index cards dan diringkas menjadi kategori atau disimpan dalam komputer. Daftar yang sudah dikerjakan dapat diprint dan didikusikan dengan pembimbing. 5. Display Data Display data berisi versi singkat dari hasil penelitian kualitatif yang sepadan dengan ringkasan tabel statistik yang dikembangkan dalam penelitian kuantitatif dan menperkenankan peneliti untuk mendapatkan ide utama dari penelitian dengan ringkas. Display dapat dikembangakan relatif lebih mudah dengan spreadsheets, program grafik atau program dekstop publishing. Teknik yang digunakan yakni : a. Cognitive Mapping Cognitive map adalah representasi visual dari informasi yang diberikan partisipan dan merupakan konseptualisasi dan interpretasi yang dibuat oleh peneliti kualitatif. Ide map berasal dari kode (konsep) dan hubungan diatara kode (konsep) dari taped interview yang peneliti dengarkan berulang-ulang. Prosedur ini didesain untuk meringkas dari proses coding, mengkategorikan, dan menginterpretasikan ke dalam satu aktifitas. 6. Drawing and Verifiying Conclusion Miles and Huberman (1994) mengidentifikasi 12 taktik untuk menggambarkan dan memverifikasi kesimpulan dimana dalam penggunaan nantinya akan bergantung pada hasil data dan analisis yang diperoleh. Taktik tersebut meliputi : a. Counting Penelitian kualitatif cenderung menghindari penggunaan angka. Namun ketika membuat pertimbangan kualitas , counting terjadi dan peneliti dapat menggunakan bentuk seringkali (frequently) atau lebih sering (more often). Sesuatu dapat dipertimbangkan menjadi penting atau signifikan (Miles and Huberman, 1994).

b. Noting Patterns and Themes Orang dapat dengan mudah mengidentifikasi bentuk, tema, dan gestalts dari observasi mereka. Yang paling sulit adalah mencari bukti tambahan yang nyata saat kembali untuk mengkonfirmasi bukti tersebut. Bentuk yang teridentifikasi haruslah bersifar subjektif dari ketidakpercayaan dari peneliti dan orang lain c. Seeing Plausibility dimana selama analisis biasanya sebuah kesimpulan terlihat masuk akal. Ketika ditanya bagaimana menjadi masuk akal, peneliti akan menjawab bahwa itu terasa benar (just feel right). Intuisi ini penting untuk peneliti kualitatif dan kuantitatif. Namun, nampak masuk akal tidak dapat berdiri sendiri namun masuk akal juga harus merupakan hasil analisis sistematik. Ketika intuisi terjadi, hati-hati menguji data untuk memverifikasi validitas dari intuisi tersebut (Miles & Hoberman, 1994). d. Clustering merupakan proses menyingkat elemen ke dalam kategori atau grup. Untuk mengkluster objek, orang, atau perilaku ke dalam grup, seseorang harus mengkonseptalisasi mereka dengan bentuk atau karakteristik yang sama. e. Making Metaphors yakni menggunakan bahasa kiasan untuk memberikan kesan suka atau analogi sebuah ide yang digunakan dalam tempat yang lain. Metaphor memberikan gambaran yang kuat dalam rasa yang menunjukkan kekuatan makna komunikasi. Metaphor juga merupakan pereduksi data yang termasuk

mengeneralisasi bentuk khusus, decentering devices dan penghubung penemuan teori. f. Splitting Variables penting selama stage analisis untuk memperbolehkan pengujian yang lebih detil dari proses yang terjadi. Selama membentuk teori , jika variabel tidak berhubungan dengan baik dengan framework, mungkin harus dipisahkan agar

lebih koheren dalam mengintegrasikan model untuk dikembangkan (Miles & Huberman, 1994). g. Subsuming particulars into general hampir sama dengan clustering yang memasukkan bagian yang serumpun bersama. h. Factoring diambil dari prosedur kuantitatif dimana daftar karakteristik apakah merupakan tema utama yang mempermudah dalam menjelaskan apa yang terjadi dengan jelas. i. Noting relationships beetween variabel penting untuk memverifikasi hubungan yang nyata yang terjadi guna menjelaskan hubungan tersebut. j. Finding intervening variables merupakan proses untuk menemukan faktor yang menghalangi atau menganggu variabel. k. Building a logical chain of evidence termasuk dalam menguji teori. l. Making conseptual/ theorical coherence dimana teori yang peneliti peroleh dari analisis harus berhubungan dengan teori lain yang ada dalam body of knowledge. 7. Melaporkan Hasilnya Dalam penelitian kualitatif, seksi pertama dari hasil laporan adalah deskripsi yang detil dari partisipan, setting, pengamatan, dan pengalaman lingkungan dimana data dikumpulkan. Deskripsi harus hidup sehingga pembaca dan pendengar akan merasa meraka bersama dengan peneliti. Bagian akhir dari penelitian kualitatif adalah harus melaporkan ekspresi dari ide teori yang timbul dari data analisis.