Data Gathering Techniques RESEARCH METHODOLOGY

D. Data Gathering Techniques

Figure 3.1 The Timeline for Gathering Data The figure above was a timeline for gathering data in this study. There were two periods to gather data for answering two research questions. These two periods were taken based on the numbers of class teaching practice that each participant had in microtea ching class. There were two kinds of teaching practices that each participant had. There were two kinds of data gathered in this study. The first data was the result of reading each participant weekly e -reflections. The second data was the result of observing each participant’s recorded teaching performance in their class teaching practices. Both two kinds of data were gathered twice based on the timeline above. The writer did the process because the writer wanted to see the roles of weekly e-reflections in each period in their each class teaching performance. To obtain the first data, firstly , the writer read carefully the reflection and highlighted the teaching aspects both from the reflections and the comments or feedbacks left. The data were the reflect ed teaching aspects of general teaching competence and three basic teaching skills they had practiced or they noticed from other students’ practice in microteaching lab, which told both the well -done and Class Teaching Practice I Class Teaching Practice II Weeks before class teaching I Weeks before class teaching I I poor performance, and also the comments or feedbacks given by the visitors to them. The writer clustered the information which was obtained by reading weekly e-reflections into two groups. The first was the information obtained in each participant’s e-reflections in the weeks before their first class teachi ng. The second was the information obtained in each participant’s e -reflections in the weeks before their second class teaching. Figure 3.2 The Process of Gathering Data from Participants’ Weekly E-Reflection The second kind of data the writer obtained was the result of observing participants’ class teaching performance. The writer observed participants’ class teaching performances, especially their performance on the aspects that they had reflected in the weekly e -reflections. To ease the process of gathering data in this step, the writer utilized observation sheets which were complemented with spaces to note down the description of class teaching situation and participants’ class teaching performance. The writer described the class situation or even transcribed Reading each participant’s weekly e-reflections which were written in the first period and highlighted the reflected teaching aspects Data A Reading each participant’s weekly e-reflections which were written in the second period and highlighted the reflected teaching aspects Data D the participants’ utterances in th eir teaching on the field notes. This data gathering process was also conducted twice based on the timeline. Therefore, the writer observed both the first and second class teaching performance of each participant. Figure 3.3 The Process of Gathering Data from Observing Video Recording The second kind of data was in the form of mark s and notes of participants’ performance. The presence of notes on the observation sheet provided detailed information about the performance. These notes also inf luenced the writer in giving the score to participants’ teaching performance on the indicator of certain teaching component. The range score was 1-5. On the observation sheet, every observed teaching component had two indicators to be achieved to gain the maximal score which was 5. Number 1, for the score, indicated that the participants ’ teaching performance did not meet two indicators given. Number 2 and 3 showed that participants’ teaching performance met one of Observing and noting down each participant’s first class teaching performance, especially on several teaching aspects reflected in the weekly e-reflections. Data B Observing and noting down each participant’s second class teaching performance, especially on several teaching aspects reflected in the weekly e-reflections. Data E the indicators given. Number 4 and 5 indicated that the participants’ teaching performance met both indicators of certain teaching component on the observation sheet. However, the firstly-mentioned numbers, 2 and 4 , showed that the participants did not perform the indicators optimally. Whereas, t he late-mentioned numbers, 3 and 5, indicated that they performed the indicators optimally. Table 3.1 The Scoring System of the Observation Sheet Puji et al., 2008

E. Data Analysis Techniques