B. THEORETICAL FRAMEWORK
In order to analyze the problems, the researcher considers some important things from all the theories stated before. The theories are formulated into two
parts, as explained below, in order to help the researcher answers the research questions.
The researcher wanted to understand how the proficient lecturer conducted teaching dynamics in the classroom. The researcher expects that the experienced
teacher designs class curriculum using the backward design principle. As a result, the researcher needs to consider three aspects: 1 learning goals, 2 class
assessments, and 3 materials and strategies. Then, the experienced teacher is expected to conduct the learning process by using cognitive apprenticeship
approach. Therefore, there are some aspects need to be considered further according to Collins, et al.,:
a. Contents of the learning process which are divided into four parts: domain knowledge, heuristic strategies, control strategies, and learning strategies.
b. Methods of the experienced teacher in delivering contents which are divided into six parts: modeling, coaching, scaffolding, articulation, reflection, and
exploration. c. The sequence of how the learning process conducted in three parts: global
before local, increasing complexity, and increasing diversity. d. The sociology of how the learning process conducted which have four
categories: situated learning, community of practice, intrinsic motivation, and exploiting cooperation.
However, due to the time constrains, the researcher will only discuss about two aspects: contents and methods.
Furthermore, the researcher – who is a preservice teacher as well – wanted
to learn from the proficient lecturer about the teaching dynamics to give the preservice teacher pedagogical skills learning. Therefore, the researcher
conducted a classroom experienced in a university course. The classroom experienced is completed through one semester. There are some guidelines in
conducting classroom experienced based on Borko Putnam and Welch. a. Observation: during the classroom experienced, the researcher records all of
the activities happened during the learning process, from the beginning until the end of the learning process in the classroom.
b. Mini discourse community: the researcher should have some discussions with the experienced lecturer related to the observation results.
c. Reflection: the researcher makes reflections of each meeting that are recorded during the observation. Regarding to the reflections, the researcher will take
ABCs reflection from Welch 1999 as the guidance of making reflection. The contents of the reflection will cover emotions of the researcher during
observation affect, what the researcher have done, are doing, and will do related to the teaching process behavior, and what lesson the researcher gets
during the classroom experienced process cognitive or content. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER III RESEARCH METHODOLOGY
This chapter would elaborate six major parts of the methodology. They are research method, research setting, research participants, instruments and data
gathering technique, data analysis technique, and research procedure.
A. RESEARCH METHOD
The research method of this study was qualitative research. According to Lichtman 2012 qualitative research is a term which explains about a research to
get deep understanding and to make meaning of it. Qualitative research is also possible to be used in educational research
. “The educational experiences of people of all ages as well as material that expands our knowledge of these
experiences; in schools as well as out, can be the subject matter” Bogdan, 1982.
The focus of qualitative research is the understanding of the researcher himherself towards the behaviors from the subjects’ perspective Bogdan, 1982.
Therefore, it is important for the researcher to be able to be the key instrument because the researcher should understand the whole situation by experiencing or
observing it. The researcher may use notes and recordings as other instruments to help himherself in gathering data. “In addition, mechanically recorded materials
are reviewed in their entirety by the researcher with the researcher’s insight being the key instrument for analysis” Bogdan, 1982.
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