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Year 2014-2015. Specifically, the kind of case study used in this research was explanatory case study. Yin states that explanatory case study explains how event
occurred and reflects a cause and effect relationship.
3
The researcher chose this study as explanatory case study since the aims of this study were to explain how
the student teachers shown their self efficacy and to discuss the cause or the factors influencing the level of student teacher’s self efficacy and its effect on the
student teacher’s teaching performance. B.
Research Presence
The researcher presented to conduct this study as a non-participant observer. Non-participant observer means the researcher do not reach the full
involvement in participants’ activity.
4
Therefore, the researcher came to the Practice Teaching class for only observing the student teacher’s teaching
performance. The researcher did not introduce herself in order that student teachers do not feel bothered. So, both student teacher and the lecturer could
behave naturally in Practice Teaching class.
C. Research Location
The researcher conducted the research for the students of 6
th
semester in English Teacher Education Department Academic year 2014-2015 who enroll in
Practice Teaching PPL I, approximately held from March up to May. There are 7
3
Dr. Kevin Laws-Robert McLeod, Case Study and Grounded Theory The University of Sydney NSW: Sydney, 2006
4
J. Amos Hatch. Doing Qualitative Research in Education Settings Albany: State University of New York, 2002, 72-77
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classes of microteaching taught by three lecturers. The classes are A, B, C, which taught by Lecture 1, D and E which taught by Lecturer 2 and also F and G which
taught by Lecture 3. The schedule of Practice Teaching PPL I classes and the students who had been chosen as respondents are specified in this table:
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Table 3.1
: The Schedule of Practice Teaching PPL I Class Academic Year 2014-2015
Day Time
Class Room
Lecturer Number of
Respondent
Tuesday 09.10-10.50
A Microteaching
1 -
10.15-11.55 F
B.3 3
2 12.30-14.10
G B.3
3 2
Wednesday 07.50-09.30
B Microteaching
1 2
12.30-14.10 D
B.3 2
2 Thursday
07.30-09.10 E
B.3 2
2 07.50-09.30
C Microteaching
1 2
Each class consists of approximately 12 students who become student teacher to do teaching practice at least twice within one semester. The researcher
chose three classes which were taught by different lecturers to compare social or verbal persuasion from the three lecturers. As stated in Chapter II see page 24,
social or verbal persuasion is both from the peers and the lecturer of Practice Teaching class. Thus, in this context, verbal persuasion is in a form of lecturer’s
oral feedback and comment or suggestion. In a verbal persuasion, individuals are
5
Lecturing Schedule of Event Semester in English Teacher Education Department of SunanAmpel Surabaya State Islamic University Academic Year 2015
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directed by a suggestion, advice and guidance to improve the belief about his or her capability which can help to achieve what he or she wants. An individual who
has been convinced verbally will fight harder to achieve a success.
6
Moreover, the researcher chose two student teachers of each class to compare and to enrich the data finding from different phenomenon of two research
subjects such as behavior, perception and motivation. Also, the researcher just took two student teachers since two student teachers are sufficient as
representation of unique individual. It is supported by theory from Kreitner and Kinichi which reveals that every unique individual has self concept that consist of
self esteem, self efficacy, self monitoring and organizational identification.
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Therefore, comparing two different individual is sufficient to know the self efficacy.
In the light of the number of participants, indeed, qualitative researchers argue that no direct relationship exists between the number of participants and the
quality of a study because questions of number are answered in reference to research questions and levels of analysis.
8
Considering about the sample of respondent, the researcher just took the students who never get a previous English
teaching experience in an institution such as school or course foundation or LembagaBimbinganBelajar
LBB before involving in Practice Teaching class.
6
M. NurGhufron and RiniRisnawita S, Teori-TeoriPsikologiAr-Ruz Media: Jogjakarta, 2004,78
7
Robert Kreitner - Angelo Kinicki, Organizational Behavior: Seventh Edition McGraw Hill: New York, 2007, 142
8
J. Amos Hatch, Doing Qualitative Research in Education Setting State University of New York Press, Albany: New York, 2002, 48
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Therefore, the researcher held preliminary research since April 13
th
, 2015 until April 24
th
, 2015before conducting the main research to make sure whether the student teachers who would be the respondents never get any previous English
teaching experiences in school or LembagaBimbinganBelajar LBB. This research also especially gained the data for the second cycle of
teaching practice which was held in six classes B, C, D, E, F and G since it is also regarding with mastery experience and verbal persuasion from the lecturer
and peers in previous teaching practice. The kind of such sample called purposive sample. Purposive sampling is a technique to determine sample based on certain
characteristics. Researcher usually uses this technique to choose the participants relevantly.
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D. Data and Source of Data
