Diana Rachmawati Rozak, 2012 EFL Student Teachers Basic Teaching Skills Development Through Mentoring Process
Universitas Pendidikan Indonesia
| repository.upi.edu
3.7. Data Analysis
3.7.1. Data from Observation
Since there are two observations, the data analysis in this study was analyzed by using two frameworks. Data from observing mentoring was analyzed under the
framework of Randall and Thornon 2001 model of mentoring. The data obtained by using this frameworks was around how mentors provided scaffolding to student
teachers during mentoring process and whether student teachers developed their own knowledge during this process from time to time. The data from observation were
categorized then interpreted see appendix. Data from observing student teachers’ basic teaching skills in the classroom
were analyzed under the framewo rk of Gagne’s nine events of instruction.
Categorization in this observation is on how student teachers gain attention; inform the objectives; stimulate recall of prerequisite learning; present stimulus materials;
provide leaning guidance; elicit performance; and enhance retention and transfer. The development of basic teaching skill were observed from time to time.
Excerpts from the transcribed data were matched with Gagne’s nine classroom instructions. It was analyzed whether student teachers conducted the events or not. If
they conducted the events, the way they conducted the events was analyzed to find out how close they did to the events. If the missed the events, the probable cause was
analyzed and interpreted by using the observation excerpts see appendix.
Diana Rachmawati Rozak, 2012 EFL Student Teachers Basic Teaching Skills Development Through Mentoring Process
Universitas Pendidikan Indonesia
| repository.upi.edu
3.7.2. Data from Interview
The data from the interview were recorded. After recording the interview, the data were transcribed, coded, and categorized. The coding and categorizing were
based on the criteria of mentoring process under Randal and Thornton 2001 framework of mentoring process see appendix.
The instrument used to categorize the transcription was check lists. The indicators of the
check list is based on Randall and Thornton’s 2001 adaptation of Kolb’s experiential learning. This instrument was used because it is consistent with
constructivist framework. The indicators used on observation checklist are how mentor teachers
conducted pre-observation conference; observation, and feedback session. Based on Randall and Thornton 2001, in observation stage, mentor teachers have to discuss
the use of principles to decide how principles may be applied in a situation, what targets are to be set for the lesson and what evidence of the student teachers would
like the mentor to bring from the lesson. In the observation stage, mentor teachers should observe student teachers in terms of the way that student teachers have met the
pre-agreed targets for the lesson and aspects the lesson which exemplify new areas of techniquesunderstanding which need to be addressed. In feedback session, mentor
teachers have to guide the student teacher to reflect on the process using the evidence produced by observation concerning classroom skill and behaviors which need to be
Diana Rachmawati Rozak, 2012 EFL Student Teachers Basic Teaching Skills Development Through Mentoring Process
Universitas Pendidikan Indonesia
| repository.upi.edu
improved and classroom happenings which lead to establishment of new way of thinking.
This chapter has presented research methodology that had been used in this research. The methodology includes research questions, purpose of the study,
research design, sites, participants, data collection method, and data analysis.
Diana Rachmawati Rozak, 2012 EFL Student Teachers Basic Teaching Skills Development Through Mentoring Process
Universitas Pendidikan Indonesia
| repository.upi.edu
CHAPTER 5 CONCLUSION
This chapter presents conclusion of the study. It consists of conclusion, recommendation, limitation of the study, and suggestion for further study
5.1 Conclusion
