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Provide opportunities for teachers to enhance reflection, understanding and improvement of practices, and make teachers
more likely to question their taken-for-granted expectations, norms, beliefs, and practices.
Numerous methods have been used to measure character and personality traits Likert, 1932. In this study, teachers were requested to
rate their teaching performance using a four-point Likert-type rating scale which is commonly used to measure the teachers’ attitudes, knowledge,
perceptions, values, and behavioral changes Vogt, 1999 using the frequency Vagias, 2006 ranging from 1 yes, always, 2 yes, most of
the time, 3 yes, sometimes, and 4 no, never.
3.2.5.1.3 Focus Group Interview
This study used semi-structured open-ended focus group interview Drew, Hardman Hosp, 2008; Heigham and Crocker, 2009, p. 184; Yin,
1984 based on several reasons. First, semi-structured interview is the commonly used type of interview Dornyei, 2007, p. 136, Dawson, 2009,
p. 27. Second, it provides a clear picture of the topic that need to be covered. Third, it provides the chance to expand the depth of data
gathering and in-depth information from the participants Mertens, 1998; Fielding Thomas, 2001, and to increase the number of sources of
information Yin, 1984. Finally, it is prepared to allow the interview to develop in unexpected directions where these open up important new
areas Stake, 2010, p. 186. Forty-five students had been chosen by the two English teachers to
get involved in the focus group interview based on the following characteristics as requested by the interviewer which represented the 1
gender: boy and girl; and 2 students’ achievements: under average student, average student, and fast learner.
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The interview was conducted face to face between the interviewer and the research participants N=45 to allow the interviewees the
freedom to respond and express their thoughts as suggested by OLeary 2004. The interviews were also conducted according to the
interviewees ’ schedule and availability following Feagin, Orum and
Sjoberg 1991. The interviews were conducted in Bahasa Indonesia as requested by the learners.
Forty-five interviews were carried out, recorded, transcribed and analyzed using thematicnarrative analysis method. Each interview lasted
between 30 to 45 minutes. All interviews were tape recorded and transcribed verbatim to probe deeper into issues raised by the
questionnaire. The replies were expected to shed light on some of the major issues raised by the questionnaire. The interviews were focused on
how the students perceived their English teachers’ performance in terms of professional knowledge, skills and attitudes. The interviews also sought
the students’ perceptions of important characteristics of a competent English teacher.
The study used seven stages of an interview investigation Kvale, 1996, p. 88:
1. Thematizing: Formulate the purpose of the investigation and describe
the concept of the topic to be investigated before the interviews start. 2.
Designing: Plan the design of the study, taking into consideration all seven stages before the interview starts.
3. Interviewing: Conduct the interviews based on an interview guide
and with a reflective approach to the knowledge sought 4.
Transcribing: Prepare the interview material for analysis, which commonly includes a transcription from oral speech to written text.
5. Analyzing: Decide, based on the purpose and topic of the
investigation, and on the nature of the interview material, which methods of analysis are appropriate.
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6. Verifying: Ascertain the generalizability, reliability, and validity of
the interview findings. Reliability refers to how consistent the results are,, and validity means whether an interview study investigates what
is intended to be investigated. 7.
Reporting: Communicate the findings of the study and the methods applied in a form that lives up to scientific criteria, takes the ethical
aspects of the investigation into consideration, and that results in an readable product.
The next section, Section 3.2.5.2 will discuss quantitative data collection.
3.2.5.2 Quantitative Data Collection
