27
4. Interpreting
After conducting the previous three phases, the researcher did the fourth phase which was interpreting. In this phase,
“the researcher used the reassembled material to create new narrative with some tables, diagrams, or graphics where
relevant” Yin, 2011, p. 179.
5. Concluding
The last phase of qualitative data analysis was concluding. In this phase, the researcher drew conclusions based on the findings of the data analysis. The
conclusions should be related to the interpretation in the fourth phase and through it to all of the other phases Yin, 2011, p. 179.
28
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher presents the findings and the discussion. There are three sections in this chapter. They
are participants’ background, pre- service teachers’ beliefs in classroom management, and pre-service teachers’
beliefs manifestation on their Teaching Practicum. In the first section, the researcher describes the general information about the participants. In the second
section, the researcher elaborates pre-service teachers’ beliefs in classroom
management into five themes. In the third section, the researcher explains the beliefs that were manifested by pre-service teachers in their teaching during the
Teaching Practicum. The explanation was based on the video recordings of their teaching performances.
In this study, the researcher focused on the four aspects of classroom management which were physical design, rules and procedures, teacher-student
relationship, and discipline. All of the participants had the same beliefs. The researcher presented the data, and after presenting the data, the researcher
discussed them using theory.
A. Participants’ Background
All of the participants were the ELESP students from batch 2013, who have had their Teaching Practicum. Participant A, B, and D had their Teaching
Practicum in Junior High Schools, while Participant C and E were in Vocational
Kategori