sung by Bryan Adams. The reading material for TC students was also mostly
taken from Practice and Progress, one of the series of New Concept English
written
by LG. Alexander
.
D. Technique of Collecting Data
There were four techniques used to collect the data for the purpose of this research. They are:
1. Interview
Cresswell 2008: 225 states that a qualitative interview occurs when researchers ask one or more participants open-ended and general questions and
record their answers. The teachers who participated in this research interviewed in a semi structured way. A general and flexible semi-structured
interview guide used, which consisted of questions about their personal information, educational background, working experience, their beliefs about
grammar and its teaching how they define grammar, how important is it in teaching learning English, their practice in teaching grammar how they
position grammar in the context of the current curriculum, how they perform the error correction, what techniques they use and the factors influencing their
beliefs and practice in teaching grammar. The interview is categorized into two parts. The former is teacher interview and the latter is student interview.
The teacher interview aims at gathering the essential background information. This interview took the form of semi-structured conversation. Set
commit to user
questions have been asked to each of the teachers to facilitate a comparative analysis across the cases. The questions focus on eight main topics:
1. Teachers‘ educational background and professional training
2. Reasons for becoming a teacher in BEC
3. Language learning experiences
4. Conceptions of English language teaching
5. Teachers‘ experience of grammar instruction
6. Teachers‘ understanding and opinion of their students
7. Teachers‘ view about the culture of BEC
Those eight main areas are selected after reviewing the teacher education literature and by drawing on relevant theoretical frameworks about teacher
knowledge and teacher beliefs. For example, teachers‘ own learning experience probed because of research evidence that such experience plays a crucial role in
shaping teachers‘ beliefs about teaching and learning The second is student semi-structured interview. It aims at understanding
the students‘ experiences of learning grammar in the classroom. In the interview the writer
did not ask the questions that evaluate the teachers‘ performance. After getting the students‘ consent to be interviewed, the writer arranged
to meet them in a classroom towards the end of his period of classroom observation. The writer invited all the four students from each levelclass to attend
a group interview as this should make them feel less intimidated talking with a stranger. The writer started each interview by explaining the purpose of the
meeting and emphasized that my goal is not to gather the students‘ comments on
commit to user
their teacher. The writer then ask the students how they learned the four language skills, and more specifically, how they learned grammar. After that, the writer
invited the students to share their experience of learning English in this course. Where the students make interesting comments on learning grammar, the writer
ask relevant follow-up questions to solicit more details. All the interviews were audio taped and each took about 30 minutes to complete.
2. Observation
