40 development. Since it is a kind of constructivism, the researcher helps the participants
construct their own meanings regarding their experiences. A rigorous methodology is presented to account for the trustworthiness. The validity and reliability were also
given concern. Since it is a scientific product, the researcher also considers the guidelines to
conduct the research. Moustakas suggests steps to ensure the research problems are about developing deeper understandings about the features of phenomenon,
determining the interest, recognizing and specifying the broad philosophical assumptions of phenomenology, collecting the data from the individuals who have
experienced the phenomenon, asking questions leading to textual description and structural description of experiences, preparing interview questions and highlighting
significant elements, and developing clustering of meaning, making a structural description Mouastakas 1994. Meanwhile, in this research, the researcher has
conducted certain steps.
B. Nature and Sources of Text
Since the focus on this research was on exploring lived experiences in order to get a meaningful framework of a phenomenon, the data was the productive element
that must be considered well. The data which was a text or anecdote will be the primary source to make a meaningful interpretation. The nature of the text in this
research was taken from the narrative from in-depth interviews. The process of
41 digging up the experiences was done in the participant‟s preferred location which was
already agreed upon between the researcher and participant. The participants were high school teachers who were selected based on the
consideration of expertise. This aspect was conducted by considering the illumination aspects. The participants were expected to give rich descriptions of lived experiences
regarding their professional development. The expertise aspect was considered since the focus of the research was on hermeneutic aspects. The participants‟ stories led to
a description that would promote self-actualization. Considering the expertise aspects, the researcher also tried to uncover how participants could achieve their self-
actualization outside the system to be professional.
C. Instrument
Since researchers‟ subject knowledge of phenomenon was the core of this study, in-depth interviews were used in this study. The interviews were established
according to specific goals. It explores and gathers “experiential narrative material
that may serve as a resource for developing a richer and deeper understanding of a human phenomenon and as a vehicle to develop a conversational relation with a
partner about the meaning of an experience.” Mannen, 1990:66. The focus was on digging up the participants‟ lived experiences. The results
were on a text or anecdote, which was described and interpreted to find the essence. Through this research, the researcher constructed detailed information provided by
the participants. The interviews were conducted according to the needs. The
42 considerations were on exploring the meaning for several individuals of their lived
experiences of a concept or a phenomenon. The first interview was used to create a comfortable condition between the researcher and the participants and allow
exploration of additional context. It was followed by the next interview to clarify any confusing content in the first interview. Substantive questions were used to expose
the important information that may not have been clear in the first interview. It was not just for checking. Multiple interviews enable the researcher to uncover the
participants‟ experiences deeper. It also helps the researcher to dig up the concern and clarify the confusing content. The meaning for several individuals of their lived
experiences of a concept or a phenomenon could be clearly seen. The first interview may build a stronger relationship between the researcher and participant, enabling the
participant to feel comfortable in describing emotional experiences and establish a basic level of trust. Moreover, researchers and participants may have further feelings
in the first interview that can be explored in a second interview. Furthermore, if in the first interview there is unclear or confusing content, a follow-up interview provides a
chance for clarification Clara, 2012:90. Semi-structured interview guidelines
are used to uncover participants‟ experiences. Guiding questions are used to escort participants‟ attention into the
reflection process of their experiences. In order to design the semi-structured interview, the researcher first made a blueprint of components and indicators. The
table below presents the components and indicators which are related to English teachers‟ lived experiences regarding professional development.
43
Table 3.1 Component and Indicators Construct
Indicator
a. Professional Teachers
- Becoming a reflective decision maker RD
- Thinking about problems, ideas, goals, purposes, beliefs, understandings, and
proceeds TPT - Having critical thinking HCT
- Upgrading UP - Having self-subordination SC
- Being consistent BC - Being a designer of instruction, manager
of instruction, guide of instruction, evaluator of instruction, counselor, and
curriculum practitioner BD
- Mastering pedagogic competence, personal competence, social competence,
and professional competence MPC
Teachers are reflective decision makers who need to be concerned with the
development of lifelong learning and personal construction to improve their
understanding of teaching, of themselves as
teachers, and students’ improvements.
Teachers‟ lived experiences - Having reflective awareness of teaching
practices HRA - Examining beliefs, values, and principles
EBV - Collaborating with colleagues CC
- Exploring new trends and theories ENT - Developing subject-matter knowledge,
school and language programs DSM - Examining schools and language
programs ES
It represents the actions, thoughts, and
44
imagination that
teachers reflect
regarding teachers’
professional development.
Self-construction - Building the quality of works BQ
- Maintaining a sense of satisfaction and accomplishment MSA
- Recognizing and monitoring the attention RMA
- Narrowing the choices NC - Building professional identities building
a positive sense of themselves and students BPI
- Maintaining self-esteem MSE - Maintaining self-efficacy MSEF
- Maintaining self-awareness MSA - Maintaining self-observation MSO
- Maintaining self-renewal MSR
Building a
positive sense
of self-
construction will help teachers to situate themselves in relation to making effective
judgments for their development and their engagements with their students.
Teachers‟ professional development
- Expanding special knowledge and understanding EKU
- Maintaining knowledge, autonomy, and responsibility MKAUR
- Covering professional value, knowledge and understanding, and practice CPKU
- Covering a reflective analysis of teaching practices CRT
- Maintaining a close relationship between professional and personal work MPP
- Having skill learning HSL - Implementing a cognitive process ICP
- Implementing personal construction IPC - Implementing a reflective process IRP
Teacher professional development is the continuity of the positive development of
45
teachers’ professional value, knowledge, autonomy, and responsibility as sustained
by “the self”.
High school teachers - Mastering various aspects of language in
English linguistics, discourses, sociolinguistics, and strategiesMLE
Adapted from Samp, 1958:106; Combs, 1965; Ashton and Webb, 1986:66; Freeman, 1989:33; Richards, 1990:129-130; Moustakas, 1994:10; Richards and Farrell, 2005:4;
Calderhead and Shorrock, 1997:11-17; Sadker, 1997; crooks, 2000; Brown, 2001; Scales et al., 2011.
Based on those components and indicators, the researcher designed a blueprint for in-depth interviews. It is used as a guideline in order to construct the
questions. The researcher has classified and developed the categories which are related to English te
achers‟ lived experiences regarding their professional development and lived experiences.
Understanding The materials, approaches, and techniques of teaching
The participation in a professional development program The organization of materials
The impact of professional development The formulation of beliefs
The development of knowledge and understanding about teaching Belief
The goals in teaching The implementation of techniques and strategies
The professional development and personal commitment
Feeling The support from an institution regarding professional development
The students‟ characteristics The professional development program
46 The self-upgrading process
The self-improvement The self-development
The self-satisfaction Intention
Being an English teacher Educating, guiding, and managing students
Implementing strategies and techniques Choosing the materials
Action Material development
The self-upgrading process The self-improvement
The self-development The self-satisfaction
Time management Personal commitment
Great achievement
Figure 3. 2
Teachers‟ Lived Experience regarding professional development
The blueprint just helps the researcher to guide the participants to the topic. However, the participants were free to share everything regarding the topics. They
had a chance to explore their memories about their experiences. The interview questions could
be modified depending on the participant‟s responses. After listening to their experiences, there would be variations of questions.
D. Text Gathering
