35 was going in the learning process conducted by the student teachers in the
classroom, the problem that arouse in implementing set induction and how the student teachers solved the problems.The instrument can be found in Appendix B.
D. Data Gathering Techniques
In this research, the researcher needed to observe the participants in the natural setting or real condition in order to gather and obtain the objective of the
data. The data collection started on August up to September, during the Program Pengalaman Lapangan PPL. The researcher conducted the observation for 10
times teaching practice in the classroom from all of the participants, the ELESP student teachers. There were two main steps in gathering the data. The first step
was that the researcher attended the class as non-participant observer to observe the teaching practice. Through observation, the researcher took notes on important
action related to the set induction, especially in the ability to begin a lesson and the students’ reaction towards the set induction given by the student teachers.
Then, the researcher described what had been watched and heard in the classroom in the field notes.
The second step was the researcher conducted the interview about the student teachers’ difficulties in conducting the set induction in the class and how
they overcome the problem. The researcher recorded the student teachers’ responses and answer by using a voice recorder. Interview was done to gather the
data came from the student teachers’ opinion and perspectives about their
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36 performances in teaching. It also showed the student teachers’ self-evaluation
towards their lack ness in teaching.
E. Data Analysis Techniques
It is essential to analyze the data collection in qualitative research. According to Moleong 1988:88 “data analysis is the process of organizing and
ordering data into categories in such a way to find the red line of the data.” In this part the analysis process was elaborated. The researcher made the categorization
for the data analysis in two main parts, namely research findings and discussion. The data analysis in research findings contained the description of each
participant’s teaching performance. The discussion part was classified based on the three research questions stated in the problems formulation. The findings of
research contained the data from field notes and observation checklist. The discussion contained the data from interview result and field notes.
After gathering the first data through classroom observation, the researcher analyzed the data by using some components of effective criteria in set induction
by Burden and Byrd 1999:121, La Sulo et al. 1980: 35 and Buku Pedoman Pengajaran Mikro issued by the Faculty of Teachers Training and Education,
Sanata Dharma University 2008: 15-16. The researcher summarized the components taken from the sources and they were drawn in the Observation table
overleaf.
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37
Table 3.1 Classroom Observation Checklist
Criteria Aspect to consider
Observation 123
Drawing the students’ attention
The participant is able to draw the students’ attentions
through set induction activities
1. The participant shows high enthusiasm in the beginning of
the learning activity.
2. The participant use or utilize interesting teaching aids or
media.
3. The participant creates certain activities in the beginning in the
class. Games, Role Play, demonstration
Raising the students’ motivation
The participant is able to build students’ motivation
towards the lesson or material taught.
1. The student teacher builds the students’ curiosity.
2. The participant uses issues, news, object, or things that
become the students’ attention recently.
3. The participant delivers topics that can produce students’
different opinion.
C. Connection The participant shows the
