33 on the components and indicators in Table 3.2. Therefore, the interview guidelines
helped the researcher to guide the participants to the topic. The interviews were using Indonesian since it is the
participants’ mother tongue. The purpose was to avoid misunderstanding between the researcher and
the participants during the interview and to get better understanding. After obtaining the data, the researcher transcribed the interview records. The
transcription of the interviews then was validated by member checking.
E. Data Analysis Technique
In order to analyze the data, the researcher elaborated some analysis techniques which were adapted from Ary et al. 2010 and Creswell 2012:
familiarizing and organizing, coding and reducing, thematizing, and interpreting and representing.
34
Figure 3.1 Analysis Techniques
Adapted from Ary et al., 2010 and Creswell, 2012.
The first stage is familiarizing and organizing. In this step, the researcher transcribed the audio recording of the interview into a text. When transcribing the
audiotape recording of the interviews, the researcher converted the audiotape recording into text data as it is, appears as appearances. This step is important in
order to captur e the essential nature and meaning from participants’ experiences.
After transcribing, the researcher read and reread the transcription in order to make the researcher was familiar with the data Ary et al., 2010.
After the researcher was familiar with the data, coding and reducing the raw data was needed. According to Ary et al. 2010, p. 483, this is
“the core of qualitative analysis”. The first step is bracketing the important interview data, so
the unrelated data of the interview would be eliminated. After reducing some unimportant parts in this research, the researcher coded the data. Ary et al. 2010
state that “coding is about developing concepts from the raw data” p. 483. • transcibe the audio recording of
the interview • read and reread the transciption
Familiarizing and Organizing
• summarize the data • identify certain utterance of the
data with appropiate code Coding and
Reducing
• categorize the similar code Thematizing
• explain the data with related theories
• describe the data acquisition into a narrative
Interpreting and Representing
35 Hence, the researcher identified the certain utterance of the interviewees which
was suitable with priori concepts derived from the literature that are used as code with appropriate code Ary et al., 2010.
Table 3.1 Table of Coding Codes
Utterance Sub-theme
Below is the priori concept that the researcher highlighted from the researcher’s understanding toward the theories.
Table 3.2 Component and Indicators Construct
Indicators
Teacher’s Professional Identity -
Having an education to educate learners HEE -
Being able to identify skills that will be used to face the challenges in life AIS
- Being able to utilize available opportunity AUO
- Having life skills that enable himher to interact
well in the society HLS -
Having commitment to the profession HC -
Recognizing the self-characteristics RSC -
Recognizing the self-role RSR -
Having self-reflection HSR -
Having reflective awarenes to values, beliefs, feeling, and teaching practices HRA
Teacher professional identity is the understanding of self as teachers by being aware to the value, belief,
feeling, and teaching practices. Professional Teachers
- Understanding appyling the four competencies:
pedagogy, personal, professional, and social UC
- Developing knowledge and understanding
DKU -
Being a reflective decision maker RDM -
Being able to motivate students AMS -
Being able to relate personal lives in class ARP -
Having critical thinking HCT Professional as teachers includes how teachers
maintain the skills and interact with students, and value the profession as the facility to achieve
meaningful learning.
Self-construction -
Maintaining self-esteem MSES -
Maintaining self-efficacy MSEF -
Maintaining self-determination MSD -
Having self-motivation HSM
36
- Maintaining self-awareness MSA
Constructing a positive sense of “self” helps the students to identify the development of their
professional identity formation.
Adapted from Senge, 2000; Lerseth, 2013; Gee, 2000; Antonek, 1997; Mulyasa, 2008; Sedker Sedker, 1997; Nias, 1996; Gecas Schwalbe, 1983; Bandura, 1989; Marylène
Gagné Deci, 2005; Cast Burke. 2002; Pyszczynski Greenberg, 1987
The third stage is thematizing. This is a major idea formation of the coding result Creswell, 2012. In this stage, the researcher categorized the similar code
to be discussed. In the other words, the researcher specified the indicators into certain themes by interconnecting the sub-themes obtained from each participant.
Table 3.3 Table of Interconnecting Sub-theme Sub-theme
Theme
The last stage is interpreting and representing. Ary et al. 2010 define interpretation a
s “bringing out the meaning, telling the story, providing an explanation, and developing plausible
explanations” p. 490. Interpreting reflects on the data of the participants and important understanding from its data. This is
to take the essence of the data. After interpreting, the researcher represented the data in a form of narrative. The researcher also mentioned the chosen utterances
which were related to the context and gave further explanation. While analyzing the data, the researcher also validated the data. The data
was validated by using internal member and external auditors checking strategy. The researcher did internal validation. Through self-reflection, the researcher
validated the data. The researcher’ perceptions about the topic discussed might have been shaped by reading some references and theories which were related to
the topic. The researcher also asked the two external auditors to validate the data PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37 processed. They are an ELESP lecturer who was one of the lecturers of PPG
Program batch 2016 in ELESP USD and an ELESP student who had the same participants with the researcher in conducting the thesis research. Hence, having a
reviewer to look over the process of the study enhanced the overall validity of the qualitative study Creswell, 2009.
