discussion” Morgan, 1998:12. Furthermore, Morgan remarked that focus groups discussion FGD is one of data gathering techniques in qualitative research which
aims to enrich the understanding of participants‟ experiences and beliefs 1998:11. This technique was used in this research since the aims of this research
is to enrich the understanding about teachers‟ beliefs. In other words, by using FGD, this research interpreted
the teachers‟ beliefs from the observers‟ perspective by particularly analysing those
teachers‟ classroom practices. Meanwhile, there were two kinds of instrument used for gathering the data.
The first instrument was the guideline sheet for participants. It was used as the guidelines for the participants in observing the video-recording and also the
guidelines for the researcher during the focus group discussion in order to maintain the focus of the discussion. The second instrument was the audio-tape
recorder. This instrument was used by the researcher to record the focus group discussions. Later on, the transcript of the audio-recording would be used as the
main data of the research.
F. DATA ANALYSIS AND INTERPRETATION
The objective of this research is to identify the teachers‟ beliefs based on
their classroom practices. The identifications were derived from the discussions of some graduate students in a focused manner about the topic. According to
Krueger and King 1998:78, “focus group analysis is a systematic process”. Therefore, there were some steps conducted in the data analysis. First, the
comments and opinions of the participants during the discussions were recorded and transcribed. Second, the data were presented and analysed based on the
frameworks. The data presentation and analysis were written in the narrative form. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Third, the interpretations of the data were done based on the theories of TEYL and theories of beliefs.
G. TRUSTWORTHINESS
In a qualitative study, the perspective of the researcher plays a dominant role in a research. Therefore, in order to prevent biases in some extent to the result
of the research, qualitative researchers usually do some techniques to check the trustworthiness of their perceptions, such as by using triangulation, external audit,
member checking, and so on. This research used member checking technique to enhance the trustworthiness of the research. According to Fraenkel, Wallen, and
Hyun 2015:456, member checking technique is done by “asking one or more
participants in the study to review the accuracy of the research report”. Referring to the explanation above, the research report was examined by some of the
participants to check the appropriateness of the researcher‟s perception about the
result of the discussion as the main data in the research. Based on the result of the member checking, the final research report was written.
In this research, the member checking was done by taking the findings and the interpretations back to two out of four participants and asking their opinions
about them. First, the participants were asked about the description of the findings. According to them, the description of the findings has been complete,
clear, and appropriate to what had been discussed in the FGD. However, they suggested to make a summary of the findings in order to make it easier to read and
more comprehensible. Second, the participants were asked about the interpretations of the findings. According to them, the interpretations had been
appropriate and representative. Based on the opinions and suggestions of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
participants, the research report was improved and rewritten which finally presented as the final research report.
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CHAPTER IV RESULTS AND DISCUSSIONS
The aim of this research is to reveal the beliefs of the teachers in teaching English to young learners in primary school based on their classroom practices. In
line with the aim above, this chapter mainly discusses the classroom practices of the teachers seen by the participants in the video. In order to make the
explanations more comprehensible, this chapter is divided into two sections, namely results section and discussions section.
A. RESULTS
In this first section, the findings of the research are presented. The findings are obtained from the participants‟ comments or ideas during the focus group
discussion FGD about the classroom practices seen in the video. In order to make it more comprehensible, the presentation of the findings is arranged
according to the theoretical framework.
1. The Role of Learners, Teachers, and Materials.
The role of learners, teachers, and materials was the first element of the classroom practices discussed by the participants in the Focus Group Discussion
FGD. The participants watched the video and then focused their attention on the learners, teachers, and the materials of the lesson. The participants‟ comments and
arguments about this element are presented respectively in the following parts. After that, at th
e end of the discussion about this element, the teachers‟ beliefs identified by the participants are presented.
a. The role of learners
In prior to the discussions about the role of learners, the participants put their attention on two factors about the learners: the level and the number of
young learners in the classroom. Then the discussion of the participants continued to the identification of the relationship between the two factors and the role of the
learners. Finally, the participants discussed the roles that the learners had in the classroom based on the activities they perform, their control on the learning
content, grouping system toward them, their degree of influence toward others, and the views about them.
Related with level of the learners, all participants agreed that the young learners in the video were in lower primary group. As what had been explained in
the previous part, the young learners who study in primary school are divided into two groups, namely lower and upper groups. The learners who are included in
lower group are grade one until grade three. However, the participants had not reached agreement on the precise grade of the young learners in the video. The
opinions of the participants about the learners‟ level were represented by the following quotations.
…maybe the teachers still think that it‟s a low grade or low level. A226P1
… actually I don‟t know what grade they are, maybe second or third grade. A218P2
Meanwhile, related with the number of the learners in the classroom, all participants considered that it was an adequate class since the number of learners
was less than twenty. Moreover, the participants also affirmed that for a class with two teachers, the number of learners in the classroom were quite favourable for
