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CHAPTER III RESEARCH METHODOLOGY
This chapter presents the methodology used in conducting the research. 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
The researcher conducted this research to analyze identity transformation phenomenon which occurs in pre-service teachers after finishing their teaching
practice program by implementing a qualitative approach. According to Ary, Jacob, Sorensen and Razavieh 2010, qualitative research seeks to understand a
phenomenon by focusing on the total picture rather than breaking it down into variables. Furthermore, qualitative research also aims to describe
“the complex pattern of what is being studied in suffecient depth and detail, so that someone who
does not experience can understand the phenomenon ” Ary et al., 2010, p. 29.
Hence, the researcher employed the qualitative research to understand and interpret the pre-
service teachers’ phenomena of identity transformation after finishing teaching practice program.
Specifically, this research belongs to a basic interpretative study. Ary et al. 2010 state that the central purpose of the basic interpretative study is to understand
the world or the experience of another. This study attempted to understand the phenomenon of pre-
service teachers’ identity transformation and the factors that
27 contribute to the transformation. Moreover, this study provided narative accounts
aimed to understand a phenomenon using data collected. Thus, the interpretation
which is guided by some existing theories led to the generation of the theories.
B. Research Setting
The research was conducted in English Language Education Study Program of Sanata Dharma University. This study focused on studying the ELESP pre-
service teachers who took teaching practice program PPL in the odd semester of 20162017 Academic Year. Hence, the researcher conducted interviews with five
chosen pre-service teachers from December 8
th
, 2016 – January 12
th
, 2017, when the ELESP pre-service teachers have finished their teaching practice program.
C. Research Participants
The researcher applied a particular sampling technique to select the research participants out of the whole population. Since the research was qualitative research
and thus the sample needed was purposive sample. Fraenkel, Wallen, and Hyun 2012 define purposive sample as a research sample selected on personal judgment
of the researcher. In this case, the researcher assumed to know whether or not the selected sample will be the representative of the study.
In this research, the researcher chose pre-service teachers of English Language Education Study Program batch 2013 as the research participants.
Specifically, the researcher only investigated five out of nineteen ELESP pre-
28 service teachers who belonged to Micro Teaching class C and have finished doing
their teaching practice in the odd semester of 20162017 Academic Year. The participants were chosen because they also became the participants in the previous
research conducted by Iswandari 2016, which investigated their imagined identity through reflective journal. In other words, the research participants have already
constructed their identity. The previous research was conducted after the participant finished doing their Micro Teaching course. By considering this reason, the
researcher selected five pre-service teachers to find out their identity transformation after teaching practice program. In addition, the researcher coded each participant
with P1, P2, P3, P4, and P5. Table 3.1 provides the participants
’ data.
Table 3.1 The Participants’ Data
Participant Sex
School Teaching Practice Place
P1 Female
SMP Joannes Bosco P2
Female SMP Maria Immaculata
P3 Female
SMK N 2 Depok Sleman P4
Male SMK N 1 Cangkringan
P5 Female
SMA Kolose De Brito
Then, the researcher interviewed the five participants in order to get sufficient information “to provide maximum insight and understanding” Ary, Jacobs,
Sorensen, Razavieh, 2010, p. 156 about identity transformation which they experience and factors contributed to the transformation after finishing teaching
practice program.