participant since the compl exity of procedures of data collection process and data analysis that will be elaborated later in the following parts.
In order to be able to find the answers to the two research questions in the initial chapter, the writer ap plied purposive sampling. Coh en et al. 2003: 103
stated “in purposive sampling, researchers handpick the cases to be included in the sample on the basis of their judgement of their typicality. In this way, they build
up a sample that is satisfactory to their specific needs.” Therefo re, in this study, considering the completeness of information needed to answer the research
questions, the writer selected the three participants who regularly posted their weekly reflection in their weblogs.
Considering the demand of each participant not to present their real names in presenting the result of data analysis in this paper, the writer also applied
“pseudonym”, hiding the real identity of each participant. Therefore, all names in the next chapter were not the real name of the participants.
C. Research Instruments
In order to answer the problems formulated in the initial chapter, the writer employed four research instruments . They were weekly e -reflection, video
recording, observation sheet , and interview.
1. Weekly E-Reflection
In the two paragraphs above, the writer stated two important instruments which were used in obtaining information. They were the participants’ complete
weekly e-reflections and video recordings of their performances. These documents were the primary source for the writer because they were the
recordings of someone’s firsthand experience in teaching practice in the microteaching class Ary et al., 2002: 435. In the participants’ weekly e-
reflection, the writer rea d and highlighted their reflection on genera l teaching competence and three basic teaching skills set induction and closure skill,
delivery and stimulus variation skill and questioning and reinforcement skill Puji et al., 2008 they or perhaps their friends had practiced in microteaching
class. In addition, since the weekly e -reflections were written in electronic media called blogs or weblogs, the possibility of giving direct feedbacks on the blog
entries likely happened. These feedbacks and students’ teaching aspects in the reflection were very important as a basis for the next steps in conducting the
study.
2. Video Recording
Another document employed in this study was each participant’s vi deo recordings of their class teaching performance. The purpose of observing their
performances was to see the roles of weekly e -reflection in helping them perform the teaching aspects in their reflections well.
Video recordings helped the writer see obvi ously the roles of weekly e - reflection by providing complete description of each participant’s class teaching
performance. The writer could see the detail happened during class teaching and would not miss one single event in that teaching since the writer could play it
back. Therefore, the observation could be done in depth using the instrument below.
3. Observation Sheet
