22 participants using initials, namely Participant A, Participant B, Participant C,
Participant D, and Participant E. These initials would be used in chapter four. The participants did their Teaching Practicum in four different schools.
In order to decide the participants, the researcher employed purposive sampling. Fraenkel and Wallen 2009 state that sampling is the process of
selecting individuals who will participate be observed or questioned in a study p. 90. Purposive sampling is one kind of non-random sampling method
Fraenkel Wallen, 2009, p. 99. In purposive sampling, “the researchers do not
simply study whoever is available but rather use their judgment to select a sample that they believe, based on pr
ior information, will provide the data they need” Fraenkel Wallen, 2009, p. 99. The researcher purposively chose the
participants because they had some specific knowledge about the topic. Those five participants had already done their Teaching Practicum. It meant that they had the
experiences of managing their classroom. Based on their experiences, the researcher studied their beliefs in classroom management.
D. Instruments and Data Gathering Technique
In this section, the researcher discussed the instruments and the data gathering technique of the research. Fives and Gill 2015 state that the general
qualitative research mostly uses more than one data source p. 139. Hence, the researcher used interview and observation as the data gathering techniques.
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1. Interview
The first data collection technique was interview. This technique was used to collect the data to answer the first research question, which was about pre-
service teachers’ beliefs concerning classroom management. Since it was qualitative research, the interview consisted of open-ended questions. Open-ended
questions enable the researcher to probe for further information, elaboration, and clarification of responses Creswell, 2015, p. 17. It made the researcher gained
clearer information from the participants. The most obvious advantage of the interview is that it provides useful information when direct observation cannot be
done, and it also permits the participants to describe detailed personal information Creswell, 2015, p. 216. Johnson and Christensen 2012 state that qualitative
interview is also known as an in depth interviewing p. 202. It is because by using interview, the researcher can obtain in depth information about a
participant’s thoughts, beliefs, knowledge, reasoning, motivations, and feelings about a topic Johnson Christensen, 2012, p. 202. Interview was an appropriate
technique because this research aimed to discover pre-serv
ice teachers’ beliefs.
Furthermore, to prevent misunderstanding, the interview was conducted in Indonesian language. The parti
cipants’ mother tongue is Indonesian language. When the participants used Indonesian language, they could freely express their
perspectives and feelings so that the researcher would gain deeper understanding. The instrument for the interview was an interview guideline which could be found
in the appendix. The interview guideline consisted of thirty open-ended questions. As the researcher mentioned earlier, the interview was done in two times. The first
24 interview was the interview by using the open-ended questions. Meanwhile, the
second interview was the clarification about the differences between the statements in the first interviews
and the participants’ teaching videos.
2. Observation
The second technique in gathering the data was observation. This technique was used to answer the second research question which was about how
pre- service teachers’ beliefs were manifested in their teaching during the
Teaching Practicum. Burke and Christensen 2012 obtain observation as the watching of behavioral patterns of people in certain situations to gain information
about the phenomenon of interest p. 206. According to Borg and Gall 2003, observation provides an alternate source of data for verifying the information
obtained by other methods p. 267. It also provides people’s actual behavior rather than their views or perceptions Borg Gall, 2003, p. 267; Burke
Christensen, 2012, p. 206; Creswell, 2015, pp. 152-153. Therefore, the researcher used this technique to verify the participants’ statements in the interview.
The researcher observed the participants’ teaching performances through their videos. It meant that the instrument in this second technique was the videos
of the participants’ teaching performance. The most obvious advantage in using a video recording is that it can be repeated many times for more careful observation
Borg Gall, 2003, p. 261; Fraenkel, et al., 2015, p. 447. During watching the videos
, the researcher took observation notes of the participants’ behavior in the classroom. After that, the notes were used to verify the participants’ statements. If
