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
After collecting all the data needed, the writer then analyzed them. Firstly, to answer the first problem formulated the writer used the first kind of data data
A and data D, figure 3.4. The writer also did not only present the reflected teaching aspects but also interpreted what the participant’s thought in their e -
reflections. The writer considered this manner since reflection is a mental process. Secondly, to answer the second problem formulation, the writer needed to
go through several stages. The fi rst stage was that the writer compared the result of reading weekly e-reflections and observing each participant’s class teaching
performance in order to see whether or not each participant performed well the teaching skill aspects in their weekly e -reflections. The well-performed teaching
skill was indicated by good rating of performance it was indicated by red shading
Score Notes
1 Two indicators do not exist
2 One indicator exists, not optimal
3 One indicator exists, optimal
4 Two indicators exist, not optimal
5 Two indicators exist, optimal
on the score sheet. If the reflected teaching skills which had been classified in to several practice components, whose number was not giv en turquoise shading on
the observation sheet, indicated a good rating, it implied that weekly e -reflections played positive roles in improving or mainta ining good teaching performance or
otherwise. The previous sentence was the writer’s hypothesis. In the next step, the writer conducted two interview sessions with the
participants to confirm the hypothesis. The writer would like to see whether each participant made use of their weekly e -reflections in preparing their class teaching
performance by asking more detail information, especially about the findings obtained from the previous step. The writer, then, combined the result of the
previous step with the findings obtained through interview to draw a conclusion on the roles played by weekly e -reflections to their class teaching performances
figure 3.4, data C and data F .
Figure 3.4 The Process of Analyzing Data Data E
Data D Compared
Hypo II Interview result
confirm
Data F Data A
Data B Compared
Hypo I Interview result
confirm
Data C
F. Research Procedure
