Table 3.4 Sample of Individual Account Mr. Inu
Mr. Inu’s Individual Beliefs Category
Response Indicator
Interpretation
Teacher’s belief about
hisher status
A8. Certification
program of
course influences
my teaching Certified
teacher regulation influences
teacher to do his her best
teaching performance.
In relation to teacher’s background, not only
teacher education and experience
that influence
teacher’s works but also teacher
development which is admitted in the form
of certification.
Teaching and
learning condition
A9 .
Personally, I
enjoy interacting with
my students... Even though I have
many students with
various competences, I can find the solution
that is using a middle course.
Heterogeneous of
students’ competence does not
constrain successful learner development
as long as there is fun interaction.
He does not mind with
the heterogeneous
students’ competence. It is
very
normal phenomenon to face.
The sample of individual belief in Table 3 .4 explains teacher’s point of view
about teaching and learning condition. I did not include the questions and put the responses only in order to focus on the shared points. The indicator was made by
making a summary of the responses whereas the interpretation was formulated by making a general conclusion from the indicator.
3.5.2 Account of Teacher’s Shared Beliefs
After the individual accounts of each informant were finished, I organized the accounts of shared belief by finding similar responses. Shared accounts of this study
were made similarly with the individual beliefs. They were put into four columns.
The first column is the category containing the reference of the belief. The second column is for the indicator containing my interpretations derived from the responses
related to the category. The third column contains catalogue. It shows the codes of informan
ts’ responses showing the beliefs. The last column is the interpretation derived from the indicator. Table 3.5 shows the sample of
informants’ shared accounts and the rest can be seen in Appendix 4.
Table 3.5 Sample of
informants’ shared accounts
Category Indicator
Catalogue Interpretation
Teacher’s intention
All informants view that teacher’s self
intention supports the success of teaching.
Inu Q1-A1 to Q4- A4
Lilin Q1-A1 to Q2- A2
Anggi Q1-A1 to Q5-A5
Realize
self awareness about the
nature of teaching.
inner motivation
Teacher’s forum involvement
All informants view that teacher’s forum, such as
seminar, workshop, and training supports the
success of teaching. Inu Q5-A5 to Q6-A6
Lilin Q3-A3 to Q4- A4
Anggi
Q6-A6 to
Q15-A15 Supplement to open
mind and get recent information
through teaching forum.
Teacher’s belief about the nature
of EFL All informants view that
the nature of a language is
a means
of communication.
Inu Q16-A16 Lilin Q11-A11
Anggi Q31-A31 Means
of communication not to
get high score in final examination because it
belongs to compulsory subject.
Table 3.5 represents how shared beliefs are organized. I did not include the responses into the table to focus on the summary of responses which are put in the indicator
part. Nevertheless, I included the catalogue to ease checking where the responses were from. The codes used in the catalogue consist of
the informants’ initial and number of questions and answers. In Table 3
.5, column 1, teachers’ shared beliefs about intention are derived from all informants
, namely Mr. Inu’s interview of
question and answer 1 until question and answer 4, Mrs. Lilin’s question and answer 1 to 2, and Mrs. Anggi’s question and answer 1 to 5. The three informants said that
intention supports the success of teaching thus it can be interpreted that self awareness about pedagogy
leads teachers’ inner motivation which contributes in the teaching achievement.
3. 6 Trustworthiness
Realizing the trustworthiness of the findings, it is necessary to triangulate the data. Cohen, et al. 2007 state that triangulation refers to the use of two or more
approaches of investigation to collect data in the study of some aspects of human behavior to give supporting evidence. Neuman 2000: 124-125 proposes four types
of triangulation, “i.e. triangulation of measures, triangulation of observers,
triangulation of theory, and triangulation of method. ”
In this study, I chose triangulation of method by taking multiple measures of the same phenomena that the focused aspects can be seen, i.e. interview and
classroom observation. The main data that I got from the in-depth interview were confirmed using a follow-up interview to ensure and convince that my interpretations
were in line with what the informants meant in the interview. Afterwards, I compared the data with the field notes taken from the observations in order to get suitable data.
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CHAPTER IV FINDINGS AND DISCUSSION
This chapter aims to present the description and interpretation of the data qualitatively as a result of data analysis. All data were presented in the form of words
and sentences as a qualitative research study should be. The data in this study present two kinds of beliefs i.e. the individual beliefs
and the shared beliefs of how to develop successful English learners. The individual beliefs contain the description of each of the three informants while shared beliefs
containing similar beliefs between or among the three informants. The components of the data which are used as the references are classified into schooling, professional
coursework, contextual factor, and classroom practice Borg, 2003.
4.1 Schooling
Beliefs investigated in the schooling part discuss the information about the teachers‟ cases related to their experience as a learner. Schooling identifies teachers‟
beliefs about the nature of a language, the benefit of learning it, the constraints of learning it, and the solution of the constraints. Regarding the nature of a language, all
informants agree that the nature of a language is a means of communication. Language is not regarded as materials to learn as it is a subject but it is purely learnt
to be able to communicate appropriately.
A language is used for communication so the emphasis is indeed to understand and interact each other hence practices should have more
portions…Inu, A16. A language is of course a means of communication. Lilin, A11.
