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participating teachers were asked to recall their level of efficacy before they attended the CBIT. Altogether, therefore, there were 87 questions
—48 items in the first section and 39 items in the second section of the survey.
3.7.2 Instrument to collect the qualitative data
Qualitative data were collected during the follow up qualitative case study with four participating teachers. This qualitative case study was aimed at getting in-
depth insight about the efficacy beliefs of the participating teachers. It was also intended to probe the more contextual status of their efficacy, and their efficacy
for teaching in the classroom. Two types of instrument were used to collect the qualitative data. The first instrument was an observation schedule and the
second was a semi-guided interview protocol.
3.7.2.1 Classroom Observation Schedule
The observation schedule was used to obtain data about teachers‘ actual English
teaching practices in the classroom. In the development of this instrument, the researcher was influenced by the draft of the Classroom Assessment Scoring
System CLASS observation schedule developed by Robert C. Pianta et. Al Pianta, Hamre, Haynes, Mintz, La Paro, 2007. Major adjustments and
modification, however, were carried out to fit with the purposes of this research study as well as to deal with the special context of the teaching of English in
Indonesia. Five aspects were observed using the schedule. These aspects were related to t
he teachers‘ confidence in a their speaking of English in the classroom, b the use of instructional strategy, c the classroom management,
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d the way to promote student engagement and f the curriculum implementation see Appendix 5.2 for the complete schedule. The observation
schedule was used only to reveal the level of teachers‘ confidence in the classroom regardless of the appropriateness of what they did. The data collected
with the observation schedule were also accompanied with field notes about the teaching processes conducted by teacher participants made by the researcher
during the observations.
3.7.2.2 Semi-guided Interview Protocol
The semi- guided interview protocol was devised to get data about teachers‘
aspiration and beliefs in the English teaching practices and their practices in the classroom. The interview was in the form of an approximately half-hour semi-
structured interview consisting of eight questions. In general the interview tried to explore teachers
‘ views concerning a their vision for teaching including their values, beliefs and expectancies about teaching English, b their efficacy
in their English, instructional strategies, classroom management, student engagement and curriculum implementation, c their perceived effects of the
CBIT training on their teaching efficacy, d their perceived school and collegial supports, and e their own self-evaluation on their teaching practices see
Appendix 5.3 for the complete schedule.
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3.8 Processes of Data Collection
As there were three types of instrument used to collect the data, three main data collection processes were conducted in this study. These three processes were
administered using different research instruments and followed by different steps. Those processes were the administration of the self-efficacy survey, the
classroom observation and the interview.
3.8.1 The survey data
As discussed in the previous section, the survey was conducted during the period of December 2006
– February 2007. In administering the survey, the researcher did not use mailing procedures. Instead he came to the English
teacher forum in all districts and municipality in Yogyakarta province and distributed the survey to the members of the forums. These teacher forum
meetings were conducted regularly in every district, and were facilitated by the district teacher forum committee. These teacher meetings were parts of
teachers‘ professional development and learning in the province. Activities of the teacher forum varied from one district to the other. In general, however, they
covered information sessions about government policy, and seminars and workshops on instructional issues. The frequency of the meetings also varied
from one district to the other. Mostly they met once a month, except for the Yogyakarta Municipality and Bantul district teacher forums that met twice a
month and the Gunungkidul teacher forum that at the time the data were collected only met once in February 2007.
