Google Search and Google Scholar

 Chapter 1

Introduction

This paper will explain what the google services, ‘Google Search’ and ‘Google Scholar’ is; what the types of items that each of these services which we can identify; how is the difference between the services; and which service is likely most useful to support our research project. 

Chapter 2

The Google Search Engine Services: Google Search, Google Scholar 

In today's digital era, one of the conveniences that we can enjoy is the ease of accessing all the information we need. We can say that the information we need, anything, anywhere, anytime, is all available easily and quickly with internet technology specifically with search engine applications. One of the most popular search engines is Google. Google is very popular; may be everybody use this, so googling becomes a new word to represent the meaning of searching for information through the internet network.

Google search engine offer us the way we can search anything. First, “Google search”, the common service from Google when we “googling” for the information we need. Second, “Google Scholar”, the specific google search engine which focuses on providing scientific literature in the form of articles or journals. This service is very popular among academics and researchers. 

1.Google Search:

Google Search is a search engine that produces all the information in general. The data generated is in various forms (all, news, image, maps, video etc.) and has not been categorized yet by specific categories and exist in the result page as long as it’s still related to the word, we put already on search box on the google search. With this characteristic, the Google search is often used as a medium that connects users to use a particular application such as WhatsApp Web, blog, application, games, YouTube etc.

Picture 2.1

Source: Google.com

As seen in the search results view. The data displayed through google search is still very general and does not come with the information that can be needed for further searches.

                                                                       Picture 2.2

                                                                 Source :Google.com

2.Google Scholar :

Google Scholar is a google search engine that is intended for more specific information search. Google Scholar was designed by Google to specifically help users to search for information in the form of articles and scientific journals.  There are many articles and scientific journals from various sources that we can get through search through google scholar. It will not find magazine articles, newspaper articles or materials from websites that are not written by academic researchers (Bedfordshire & Excellence, 2021).

2.1.Data is more specific, searching is more efficient and on target

Because this search output focuses on articles or scientific journals, users who really need this information will get more specific information, more targeted and have an impact on speed and efficiency and all the information is written in academic standard/academic researchers.

The Figure below is the the google scholar interface view and search results display.

Picture 2.3

Source: google.com

2.2. Availability of supporting data to support further searches

As showed in the search results view. Once we enter what article or journal information in the search city. Google Scholar Search will show the articles or journals we are looking for with additional information such as: 

• Save (to save the link to library)

• Cite (references cite for further information searching)

• Cited (how many times the article has been cited)

• Version (file in another version)

• Data availability (ready to be downloaded)

Picture 2.4

Source: Google.com

The difference between Google Search and Google Scholar

Based on above description, we can identify the difference between Google Search and Google Scholar as follows:

Variable	Google Search	Google Scholar
Target User	Public, general	Scholar, academic, researcher
Type of information	Variative and general; Text, image, video, link, website	Specific, limited: Text (article and journal),
Quality	There is no specific standard.	Standardized, Articles and journals meet academic and scientific standards.
Credibility	Low Credibility, sources are diverse and depend on the listed web.	High credibility, published articles and journals are ensured to be eligible and qualified by the publisher of the journal or institution.   At Google Scholar there is the feature which indicate how credible is the article. We can see how many times it has been cited
Reliability	Not quite reliable. The information generated is too general.	Reliable. The information is specific, categorized, standardized,
Feature	Very limited	Google scholar is equipped with supporting facilities / information that helps users explore information further.   Provides some basic and advanced search options, like a database, library, cite, link to download file directly

Chapter 3

Which one is likely most useful to support our research project such as thesis?

In the study or thesis project the quality of information that we put as refence is crucial. We cannot choose a less credible source as a reference because when we use a source whose credibility is in doubt it automatically makes the studies and research, we make also doubt its credibility. On the credibility side, the data gathered from google scholar is more credible rather than data gathered from “Google search”.  We know that the google scholar only provide data (article, journal) which already validated by each institution as an academic result that meets the quality of academic standards. So as scholar we are helped by getting the source first through the filter process and we just use it and elaborate it.

Searching for information through google scholar is also more time-saving because we do not need to be served so much data that is not necessarily relevant and valid as academic material and we have to filter it ourselves.

Picture 3.1

Picture: Illustration student in thesis project

Source: www.google.com

Through google scholar we can assess the quality of the source by ourselves which one that have high credibility or not, and then make it as a reference. We can see how many times an article or journal has been cited.

We can take the action further related to one source by looking at the references used in an article directly and looking at other versions of that source.it is possible with the feature which is provided at Google Scholar.

By looking at some of the advantages that we can get from google scholar, in my opinion this google scholar facility is much more relevant for those of us who are doing studies or thesis which is a scientific and academic activity. And that's why I think Google made this service that is intended for the academic market.

Chapter 4.

Conclusion

The conclusion of this paper that define that Google Scholar is more relevant/more useful for us as scholar/researcher rather than Google Search is not mean that this is the only way we get the article or journal as a reference for our study or thesis project. This is one of the many ways than can support our research or our thesis project. As a way, Google Scholar also has limitations that we must complete in other ways for example we can use library databases or use specific paid journal. Some limitation of Google Scholar, according to ( (Howard Community College, 2021) :

- Does not have the ability to focus search by subject area

- Does not have an easy way to sort articles in the result list

- Does not clearly specify what type of material is in the result list

- Does not have full criteria to limit our search result

- Provides full text of some electronic articles but is not as helpful in tracking down print articles. Some articles may be available for a fee.

References

Bedfordshire, U. o., & Excellence, L. R. (2021). Retrieved from University of Bedfordshire; Learning Resources and Service Excellence: https://lrweb.beds.ac.uk/applied-soc-studies/webresources/getting-the-best-from-google-scholar/

Howard Community College. (2021). Retrieved from Howard Community College Web site: https://howardcc.libguides.com/c.php?g=52041&p=428654

                                                            

Traditional Conception and Extensive/Instrumental Conception in the Approach of Cultural Understanding

Chapter 1

Introduction 

This paper answers two questions, what is meant by traditional conception and extensive / instrumental conception in the approach of cultural understanding, what are the fundamental differences between the two conceptions; and explain one example of research and theory that supports its association with extensive and instrumental conceptions. 

Chapter 2 

Traditional and Extensive/Instrumental Conception: A Definition

In literature we find many definitions of culture. The provision of cultural definitions is also very diverse depending on the perspective. Cultural approaches can be static and dynamic. It also gives an indication of the breadth of aspects of a culture and the many elements that make up it. In this paper we will try to divide it into two main concepts about culture.

According to (Aneas & Sandin, 2009) in Intercultural and Cross-Communication Research we can view culture through two conception: Traditional conception and Extensive/Instrumental Conception. These conceptions are identified as below (Aneas & Sandin, 2009): 

Traditional conception: 

It is a popular and static approach to culture. Culture as linear and progressive.  The traditional conception sees and identifies the culture of a set of products resulting from a community such as knowledge, skills or everything else it possesses. Culture as an expression that is embodied. Traditional conception is a series of concept which have more quantitative interpretation. Traditional conception views culture as something people possess and view a culture as a static given whose development is seen as linier and progressive, with output can be expressed in term of accumulation. Such conceptualization can lead to a process of stereotyping of cultural traits where the “other” is characterized in terms of the most trivial and superficial elements. From this cumulative and static perspective, a hierarchic conception of the relation between cultures is sometimes deduced.

Extensive and Instrumental Conception: 

This conception understands the term culture as the instrument, by means of which we relate to the world an interpret it. According to this conception or view, culture in not something which we possess, rather cultures form an inherent part of the person, and it is culture which bestows individual and collective identity: a complex identity which is articulated across multiple social belongings. It is, then, a mechanism for understanding and interpreting the world which acquires instrumental, adaptive and regulatory meaning. This conception views the culture as the way of being of community. This the conceptual model in which the world is interpreted and the culture is situated, which incorporates a more dynamic use of term. In instrumental conception, culture shapes people's identities and strengthens social cohesion - and it divides societies, it builds bridges between groups and peoples, it creates peace, and it is a significant economic player (Grätz, 2017)

Refers to extensive and instrumental conception, culture determines how we view ourselves and others, how we behave, and how we perceive the world around us and it also influences our communication habits and preferences: the way we prefer to communicate is deeply influenced by our complicated and unique cultural background; when one person communicates within another, the interaction involves two sets of complicated and unique cultural background and it is little wonder that miscommunication sometimes occurs (Fay & Spinthourakis, 2000)

Table 1. Difference between Traditional and Extensive Conception

Traditional Conception	Extensive/Instrumental Conception
Cumulative, Static, linier and progressive	Dynamic/adaptive, complex
Quantitative Interpretation, its statistical approach	Qualitative Interpretation
Culture as a form of expression, seen and judged from the products produced (knowledge, skills, something owned such as artifacts)	Culture is an instrumental to interpret the world, shapes people’s identities, strengthen social cohesion, and more dynamic use in term.   Culture as the way of being of community. It’s situated.
Culture is judged by what is inherent and possessed.	culture in not something which we possess, rather cultures form an inherent part of the person, and it is culture which bestows individual and collective identity
The conception can lead to a process of stereotyping of cultural traits where the “other” is characterized in terms of the most trivial and superficial elements	The conception can lead to reduce bias over the stereotyping.

Source: Processed and abstracted from (Aneas & Sandin, 2009) Deny Zulkarnain

Chapter 3

The Example of Research

I will take an example of a study entitled Intercultural Experience and Teacher Professional Development written by Qing Gu from the School of Education University of Nottingham, Nottingham UK published by Sage Publication in 2005. This research topic is related to intercultural communication studies which I think in this study intercultural or cultural aspects viewed from the point of view of extensive / instrumental conception.

As described by (Gu, 2005) on the abstract of the paper, “the study examines the effect of intercultural experience on teacher professionalism with the main methods for data collection consist of semi structured and survey questionnaires. The result of the study shows that, analysis of participant’s experience of Department for International Development’s (DFID) English language teaching projects shows that intercultural experience has a significant impact on both Chinese teacher’s and British trainers’ professional development. The Impact on Chinese teachers is to induce a more rational view on teaching and learning practice and a more balanced attitude towards tradition versus innovation. Exposure to different teaching cultures and the intercultural experience itself is found to have led to a stronger awareness of the meaning of culturally sensitive pedagogy in both Chinese and British ELT professionals. The significant implication for teacher education is to take a holistic and cognitive view of educating teacher professionals and assist teacher to build up the capacity to act on their knowledge base in their teaching arenas.”

The results of the study showed some indications that look at culture in the conception of extension and instrumental. I try to identify it in the points below:

Table 3.1 Identification of Study for the Conception 

Extensive/Instrumental Conception Characteristic	What are shown in the study
Dynamic, Adaptive	Intercultural experience experienced by teachers forms a new culture, specifically impacting how they next teach. No longer sticking to old habits or previous cultures, but experiencing adjustments due to adaptive processes that occur.
Qualitative Interpretation	The process of learning each other's cultures through direct experience, through the process of qualitative interpretation that they do as actors. They feel for themselves some of the differences in teaching due to differences in cultural aspects.
The conception can lead to reduce bias over the stereotyping.	The learning process through intercultural experience helps teachers or researchers gain new knowledge and can help straighten out certain stereotyping in pedagogy concepts.
Culture is an instrumental to interpret the world, shapes people’s identities, strengthen social cohesion, and more dynamic use in term.	The intercultural experience of teachers helps them understand the world of teaching from the other side, from different cultures, a way of understanding the world of education globally rather than just fixating on local approaches.   In addition, intercultural experience helps strengthen the social bonds of Chinese language teacher and British teacher educator’s professional development.

Source: Identified from the study conducted by (Gu, 2005) by Deny Zulkarnain

This paper seeks to delineate the impact of intercultural experience on both language teacher’s and teacher educators’ professional development, viewing the questions that arise from a social constructivist perspective (Gu, 2005). The social constructivist approach recognizes teachers as social beings. Social constructivism emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding ((Derry, 1999); (McMahon, 1997).)

According to (Kim, 2012) social constructivism is based on specific assumptions about reality, knowledge, and learning and to understand and apply models of instruction that are rooted in the perspectives of social constructivists, it is important to know the premises that underlie them, the premise are (Kim, 2012) :

Reality: Social constructivists believe that reality is constructed through human activity. Members of a society together invent the properties of the world (Kukla, 2000). For the social constructivist, reality cannot be discovered: it does not exist prior to its social invention.   

Knowledge: To social constructivists, knowledge is also a human product, and is socially and culturally constructed (Ernest, 1999); (Gredler, 1997); Individuals create meaning through their interactions with each other and with the environment they live in.

Learning: Social constructivists view learning as a social process. It does not take place only within an individual, nor is it a passive development of behaviors that are shaped by external forces (McMahon, 1997). Meaningful learning occurs when individuals are engaged in social activities.

In intercultural experience (which happen in this study) the premises above are fulfilled. They are learning through a social process; they create meaning through their interaction with each other and with the environment they live.

Chapter 4 

Conclusion 

The distinction of conception is how we place how a culture is viewed specifically into useful assumptions in a study. Both approaches complement the understanding of a culture. Extensive / instrumental conception is useful to avoid a narrow understanding of culture that is not infrequently only interpreted a culture as something given, and only a form of expression or expressive culture. More than that, a culture is an instrumental to interpret the world, shapes people’s identities, strengthen social cohesion, and more dynamic use in term. 

References

Aneas, M. A., & Sandin, M. P. (2009). Intercultural and Cross-Cultural Communication Research; Some Reflection about Culture and Qualitative Methods. Forum: Qualitative Social Research (ISSN 1438-5627). Volume 10 No.1.

Derry, S. (1999). A Fish called peer learning: Searching for common themes. In A. M. O'Donnell & A. King. 

Ernest, P. ( 1999). Social Constructivism as a Philoshophy of Mathematics: Radical Constructivism. 

Fay, R., & Spinthourakis, L. (2000). Communicationg in Another Language: The Influence of Culture. Athens and Patras, Metachmio / Hellenic Open University.

Grätz, R. (2017, July). Culture as an Instrument of Social Transformation. the EU-LAC Foundation’s Newsletter . 

Gredler, M. (1997). Learning and Instruction: Theory into practice (3rd ed). Upper Saddle River, NJ:: Prentice-Hall.

Gu, Q. (2005). Intercultural Experience and Teacher Profesional Development. Sage Publication, Sage Publication (London, Thousand Oaks CA and New Delhi). 

Kim, B. (2012). Social Constructivism: from Emerging Perspective on Learning, Teaching and Technology. Research Gate Publication. 

Kukla, A. (2000). Social Constructivism and the Philosophy of Science. New York: Routledge.

McMahon, M. (1997). Social Constructivism and the World Wide Web - A Paradigm for Learning. the ASCILITE conference. Perth, Australia. 

Theory : Definition, Characteristic and the Use/Role in Research

 Chapter 1

Theory: Definition, Characteristic, and the Use/Role in Research

In conducting a study, researchers must use a theoretical foundation that is relevant to the research conducted. A study without a theory will have no direction in the research, experience difficulties in determining the variations in the research and do not have a frame of mind from the moment determines the problem, research objectives, research methodology and also difficulty in determining indications that help assess the good of a study.

Research questions are inevitably theoretically informed. So, we do need social theories to help us to address even quite basic issues in social research (Silvermann, 2000)

Definition of Theory

The word “theory” according to (Longman, 2003) is defined as: 1.An idea or set of ideas that is intended to explain something about life or the world, especially an idea that has not been proved to be true; 2.General principles and ideas about a subject; 3.An idea or opinion that someone thinks is true but for which they have no proof.

The theory existence is expected a model capable of predicting future occurrences or observations, being tested through experiment or otherwise verified through empirical observation

For scientist, a theory is a well-substantiated explanation of an aspect of the natural world that can incorporate laws, hypotheses and facts. A theory not only explains known facts; it also allows scientists to make predictions of what they should observe if a theory is true (History, n.d.).

Theory can be defined as a model of framework that we can use for the observation, for the study/research to get understanding, theory will help researcher shape both what they see and how the see the object of the research. The theory is system of interconnected abstraction or ideas that condenses and organizes knowledge about the world (Sunday,2016)

The characteristic of theory (Sunday, 2016)

1.    Theory guide research and organizes its ideas. The analogy of bricks lying around haphazardly in the brickyard: “Facts” of different shape and sizes have no meaning unless they are drawn together in a theoretical or conceptual framework.

2.    Theory become stronger as more supporting evidence is gathered; and it provides a context of prediction

3.    Theory has the capacity to generate new research

4.    Theory is empirically relevant and always tentative

The use of theory:

Theories is not a fact but explain the fact. In General, Theory is useful for:

1. Theories organized & summarize knowledge.

2. Theories focus attention on specific variables and relationship between those variables.

3. Theories clarify what is observed

4. theory can be used to frame and understand phenomena

5. Theories permit prediction of human behavior.

6. Theories can become a helpful tool to interpret reality

5. A ‘good’ theory should generate further research.

6. A theory cannot reveal the whole truth about anything

7. People create theories

8. Some theories are meant to challenge existing life and generates new ways of life.

9. Theories explains and predicts the relationship between variables

How to Evaluate the Quality of a Theory or Explanation

According to (Sunday, 2016) in the Role of Theory in research there are some variable to assess the quality of a theory or the explanation:

1.     Is the theory logical and coherent?

2.     Does it fit with the available data?

3.     Does it provide testable claims?

4.     Has the theory-based prediction been tested?

5.     Does the theory work better than rival theories or explanations?

6.     Is it general enough to apply to more than one place, situation, or person?

7.     Can practitioners use it to control or influence things in the world e.g.:

·     Good theory of teaching help teachers to positively to influence student learning

·     Good theory of counselling hell counsellors to positively influence their client’s mental health. 

Theory and Research: The Dynamic Relationship

According to (Neuman W. L., 2011) The importance of a theory as the basis of a research can be spelled out as follows:

1.      Theory frame what we look at, how we think and look at it

2.      It provides basic concepts and directs us to the important questions

3.      It suggests ways for us to make sense of research data

4.      Theory enables us to connect a single study to the immense base of knowledge to which other researchers contribute

5.      It helps a researcher see the forest instead of just a single tree

6.      Theory Increases a researcher’s awareness of interconnections and of the broader significance of data

7.      Theories are, by their nature, abstract and provide a selective and one-sided account of the many-sided concrete social world.

8.      Theory allows the researcher to make link between the abstract and the concrete, the theoretical and the empirical, though statements and observational statements etc.

9.      Theory is a two-way relationship between theory and research. Social theory informs understanding of issues, which in, in turn, assist us in making research decisions and making sense of the world.  

10.  Theory is not fixed; it is provisional, open to revision and grows into more accurate and comprehensive explanations about the make-up and operation of the social worlds.

Chapter 2

The Communication Theory Based on Context and Process

A researcher must understand the traditions in communication science and understand the context of research in communication before conducting a study. In this way, the researcher can determine the relevant theory that underlies the research. There are some models that give us the framework to identify the relevant theory based on communication context and tradition in communication. Below is the framework designed by (Littlejhon & Foss, 2009)

 Picture: COMMUNICATION THEORIES: context & tradition by LITTLEJOHN ed.8 (1)

Picture: COMMUNICATION THEORIES: context & tradition by LITTLEJOHN ed.8 (2)

The framework develop above is the one of some frameworks that we can use to identity the relevant theory which support our study. The first step is 1. Identify what is our studies context? (in first column) and 2 identify what is tradition (we can use the 7 tradition develop by (Craig, 2007) , semiotic, phenomenology, Cybernetic, socio-psychology, socio-cultural, critical, rhetorical)

Chapter 3.

Theoretical Framework in Non-Thesis

“LSPR PGP Non-thesis Project is another option of the final requirement to complete LSPR PGP Program. It aims to bring out the aspired qualities of a LSPR PGP graduate, i.e. practical skills, participatory research, analytical thinking, globally competitive, professional in conduct, and readiness for a managerial position (LSPR, 2020).” Non-thesis is a project-based study. This project encourages students to be able to apply the knowledge learned in improving the quality of practical skills so that the knowledge learned is relevant for progress in the world of practice such as improving business performance. Non-thesis is a bridge to how a theory contributes to the practical world. At this point, it is very clear that a non-thesis project must also be based on a theory that is relevant for the project to be carried out. Theory will provide a frame of mind and a foundation for improving the quality of the practitioner's world. As mentioned at the beginning of the previous chapter.

·     Good theory of teaching help teachers to positively to influence student learning

·     Good theory of counselling hell counsellors to positively influence their client’s mental health. 

I will take the example related to marketing communication subject. In Non-thesis project for example how integrated marketing communication theory will impact to the real integrated marketing communication plan di the company, how it helps the company to formulate effective IMC to get optimal result. This optimal result will be supported if the project owner understands IMC concept and theory, use this theory as framework how to develop and improve integrated marketing Communication in real practice.

 

References

Craig, R. (2007). Theorizing Communication : Reading across traditions. Sage.

History, A. M. (n.d.). American Museum of National History. Retrieved from https://www.amnh.org/exhibitions/darwin/evolution-today/what-is-a-theory

Littlejhon, S. W., & Foss, K. A. (2009). Encyclopedia of Communication Theory. Los Angeles: Sage Publication.

Longman, P. (2003). Dictionary of Contemporary English. Harlow.

LSPR. (2020). Thesis and Non-Thesis Writing Manual Postgraduate Program. Jakarta: LSPR.

Neuman, L. w. (2014). Social Research Methods : Qualitative and Quantitative Approaches. Edinburgh: Pearson Education.

Neuman, W. L. (2011). Social Research Methods: Qualitative and Quantitative. London: Pearson.

Silvermann, D. (2000). Doing Qualitative Research- A Practical Handbook . London: Sage Publication.

Sunday, C. E. (2016). The Role of Theory in Research. University of the Western Cape.