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CHAPTER III RESEARCH METHODOLOGY
This chapter describes the methodology of the research employed to answer the research questions. This chapter consists of five parts, namely research
method, research setting, research participants, instruments and data gathering technique, and data analysis technique.
A. Research Method
In conducting this research, the researcher implemented qualitative approach. According to Fraenkel and Wallen 2009 qualitative research is
“investigation of the quality of relationship, activities, situations, or materials” p. 435. It is said as investigation because the nature of qualitative research is to
understand a holistic picture in order to get depth understanding rather than a numeric analysis of data Ary, Jacobs, Sorensen, Razavieh, 2010. The
researcher as qualitative researcher is interested “in understanding how people interpret their experiences, how they construct their worlds, and what meaning
they attribute to their experiences” Merriam, 2009, p. 5. Hence, the researcher
employed qualitative research to interpret the student ’s phenomena of teacher
professional identity formation during the process of becoming. This research is to uncover the meaning of phenomenon investigated from
students ’ viewpoint to achieve an understanding Merriam, 2009. Thus, the
29 researchers employed basic interpretative study. The researcher provided
descriptive accounts of understanding through the data gathered Ary et al., 2010. Therefore, the result of this research would provide a rich description.
Furthermore, in gathering the data, the researcher conducted focus group interviews in order to describe how the students of PPG Program formed their
teacher professional identity.
B. Research Setting
The research was conducted in English Language Education Study Program of Universitas Sanata Dharma. This research focused on studying the
students teachers of PPG Program batch 2016 which was held in ELESP USD. The data gathered in the odd semester November
– December 2016, academic year 20162017 which was on 1 27 November 2016 at Students Residence of
Universitas Sanata Dharma and 2 4 December 2016 at Almond Bakery and Gelato. It was conducted when participants finished the workshop and Internship
Program Course [
Program Pengalaman Lapangan
PPL].
C. Research Participants
In this research, the purposive sampling was chosen. Ary et al. 2010 explain that “purposive sampling—also referred to as judgment sampling—
sample elements judged to be typical, or representative, are chosen from the population” p. 156. Creswell 2012 adds “in purposeful sampling, researcher
30 intentionally selects individuals and sites to learn or understand the central
phenomenon” p. 206. The participants were chosen by purposes of the researcher. Neuman 2006 mentions the participants of the research are those
who have relevance to the research topic. In addition, Creswell and Clark 2010 propose that the researcher should choose the participants who had sufficient
knowledge and direct experience of related discussion. Besides, the participants should have good verbal communication and willingness to express then explain
their experience. The researcher chose three out of 13 students of PPG Program. They were
labeled as Participant 1 [P1], Participant 2 [P2], and Participant 3 [P3]. In choosing the participant, the researcher considered three things. First, the
observation which was conducted two months before the focus group interviews and individual interview were employed; the researcher joined the class of PPG
Program. Second, the sugesstion of one of the lecturers of PPG Program. After the observation was conducted, the lecturer suggested the three names of the
students who have good verbal communication and are open to share about themselves. The last, personal life narratives of each students written by Markus
Budiraharjo and Aloysia Berlindis Lasar titled
Pedagogi Berkepedulian: Kisah- kisah Naratif Program Profesi Guru PBI Universitas Sanata Dharma
2016. It helped the researcher to convince that the three names were the appropriate
participants in this research. Below is the brief description of each participant: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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1. Participant 1
P1 was one of male students of PPG Program who came from NTT. Actually, he originally came from Timor Leste. However, because the lack of
facilities in Timor Leste, he moved to Atambua, NTT with his uncle and aunt to study. In 2012, he graduated from English Education in one of the universities in
Kupang, then he worked in elementary school and junior high school in Belu Regency, NTT. While working there, he was inspired by his friend to join SM-3T.
Fortunately, he was accepted to join SM-3T in Papua and quitted from his job. After joining one-year-program of SM-3T, he joined PPG Program in ELESP of
USD as the continuation program of SM-3T Program.
2. Participant 2
P2 was one of female students of PPG Program who came from Alor, NTT. She ever failed to pass the National Examination twice. However, she is a
vigorous person who never give up. She even graduated from university in Kupang on time. She was belong to Education Department though she did not
have motivation to learn English. After graduating from university, she came back to Alor and lived with her family. Then, she tried to join SM-3T. After long
process to go, fortunately she was accepted to join this program and was placed in Kalimantan. After finishing the program of SM-3T, she was selected to join PPG
Program in ELESP of USD.
3. Participant 3
P3 was one of female students of PPG Program. She came from Kupang, NTT. Becoming a teacher is her dream. Listening to the English song was her
32 motivation to join English Education in one of universities in Kupang. She studied
in the same university as P1 and P2. However, she was younger than them. After graduating from university, she registered herself to join SM-3T Program. By
joining the SM-3T Program, it shows that P3 is really determine to be a teacher. She admits that she loves teaching. She enjoyed to be a devoted teacher in
Kalimantan and to learn more about teaching in ELESP USD.
D. Instruments and Data Gathering Technique
The researcher employed an interview guideline as an instrument. In order to gather the data for answering the research question, the researcher made use of
interview guideline since the interview was conducted. Interview was chosen as the type of qualitative data that the researcher used in gathering
the data. “A qualitative interview occurs when researcher ask one or more participants general,
open- ended questions and record their answer” Creswell, 2012, p. 207. In this
research, the researcher conducted focus group interviews. This technique is open- ended information which means that the researcher gathers through interaction
with participants. The researcher asked open-ended questions during the interview so that the participants could answer or give their open-ended response in their
own words. Kind of interviews conducted by the researcher were focus group
discussion. Before conducting the focus group interviews, the researcher constructed interview guidelines. The researcher used highlighted topics list as a
guide of the focus group interview see Figure 4.1. The topics obtained was based PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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