Self-Reflexivity or Researcher’s Position

36 The first step was analyzing the results of the observation in order to answer the research questions. Observation data was written in the form of a table which contained three parts. The activities in the classroom, the reflection of each activity and the critical questions for each activity in order to get the meaningful understanding the learning process in Bahasa Inggris I Class B of Theology Study Program Sanata Dharma University Yogyakarta. The second step was a nalyzing the researcher’s reflection about the whole activities in the classroom. After conducting the observation, the researcher always made a reflection related to the learning process in the class. The researcher used self-reflexivity to understand the phenomena in the study deeply. Self-reflexivity evokes researchers to think and act Holliday, 2002. According to Holliday 2000, self-reflexivity most helpfully as the way in which a researcher come to terms with and indeed capitalize on the complexities of their presence within the research setting. Self-reflexivity helped the researcher to be tangled with the study. Self-reflexivity is self-critical and committed to objectivity Holliday, 2002. The researcher used her self-reflexivity to find the characteristics of constructivist learning which was implemented by the lecturer in Bahasa Inggris I Class B and the perceived effects of the constructivist classroom. All of the reflections and the observation results were consulted with the lecturer in Bahasa Inggris I Class B to maintain trustworthiness about the data. The third step was analyzing the result of the recorded interviews. The interview was written in the form of interview transcript. The interview was conducted for the students in Bahasa Inggris I Class B of Theology Study PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 37 Program Sanata Dharma University because they had the experiences in the learning process which was studied by the researcher in this paper. The third step was employed because the researcher also wanted to fit the observation data and interview data. Therefore, this interview could strengthen the observation data and decrease the possibility of bias.

F. Research Procedure

There were some steps to conduct this research. Those are discussed in this part. First, the researcher asked the permission to the lecturer to conduct the study and observe his class in Bahasa Inggris I Class B of Theology Study Program Sanata Dharma University Yogyakarta. Second, in the first presence of the researcher, the lecturer introduced the researcher and explained what she did in the class that was to observe the learning activities as partial fulfillment of the requirements of a thesis. Therefore, the students could welcome the researcher to conduct the research. The data was collected in the table which consisted of the class activity, researcher’s reflection, and researcher’s question. Third, the researcher came to the class every Monday at 09.30 a.m. up to 11.00 a.m. for one semester and observed the class by taking note all the activities of the class. Fourth, after the class was done, the researcher discussed the observation result with the lecturer in order to confirm the data. Fifth, in the end of the semester, there were interviews for students of Bahasa Inggris I Class B to clarify and complement the data. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI