Research Participant Ta Description of Research Participants

39 someone’s experience Ary et al., 2010. The aim of an interview is to understand the world from the subjects point of view, to unfold meaning of peoples experiences Kvale, 1996. In the interview, the researcher used an audio recorder. Ary et al., 2010 explains that one of the most efficient ways to collect interview data is to use an audio recorder. This is much less distracting than taking notes, and it also provides a verbatim record of the responses Ary et al., 2010. Besides, the interview will be semi- or partially structured interviews, in which “the area of interest is chosen and questions are formulated but the interviewer may modify the format or questions during the inter view process” Ary et al., p. 438. One characteristic of the qualitative interview formats is that the questions typically open-ended questions. Open-ended question is a question that does not have fixed response alternatives but allows the research participants to respond as he chooses Ary et al., 2010. This type of the question allowed the research participants to elaborate his her answers in the interview. From this technique, the researcher could get rich information deeply from the participants. In conducting the interview, the researcher used Indonesian as the first language of the researcher and the research participants. The use of the first language was also to ensure that the research participants could share their experiences deeply and comfortably. It was also to avoid misunderstanding between the researcher and the research participant during the interview. In the interview, the researcher also prepared an interview guideline before. Some questions in it probed the research participants’ backgrounds, their 40 reasons of joining Pengajaran Code, their prior expectation joining the program, their perspective transformations, their ups and downs during joining the program, their perspectives on volunteer teaching program and their suggestions to the ELESP. Indeed, there were some questions which did not directly ask perspective transformations upon joining the program. Yet, the researcher tried to comprehend holistically the perspective transformations, such as on the research participants ’ backgrounds, their reasons of joining the program, their expectation, and their ups and downs during joining the program. The researcher were open-minded to see whether these components influencing their perpective transformations as well. Another important point, some questions related to perpective transformations also did not ask directly to them. It was conducted to avoid some lying statements from the research participants. The perspective transformations were asked through some questions related to a teaching competence attitude, skill, and knowledge. The researcher asked their perspectives on themselves whether they underwent some transformations of their teaching competence upon joining the program. To ensure the validity, the researcher returned the processed data to each research participant. The research participant could check what the researcher processed whether the data were correct or needed to be corrected. Each of them had the right to correct the data and give some notes to the researcher. The researcher would return one more time to the research participant after revising from their correction.