Design & Approach
Aspect Description
Approach Qualitative
Design Case Study
Focus Exploration of teacher beliefs
Participants
Criteria Details
Number 2 EFL teachers (Clara & Alex)
Location East & South Jakarta
Qualifications MGMP members, experienced
Level Junior High School teachers
Data Collection
Method Procedure
Instrument Semi-structured interview (10 questions)
Language English (pre-confirmed)
Location Participants' respective schools
Timing Regular school year
Data Analysis
Stage Process
1. Preparation Interview transcription
2. Thematic Analysis Coding and pattern identification
3. Theoretical Integration Linking findings with theory
4. Interpretation Interpretive-descriptive analysis
Interview Questions (Core)
Category Example Questions
Definition "What is sociolinguistic competence?"
Teaching "How do you teach it?"
Challenges "What difficulties do you face?"
Context "How does K13 influence your teaching?"
Research Validity
Aspect Ensurance
Credibility Thick description, participant confirmation
Transferability Clear context, detailed participant criteria
Ethics Confidentiality, pseudonyms, informed consent
Limitations
Aspect Limitations
Sample Only 2 participants (Jakarta only)
Method Interviews only, no classroom observation
Generalizability Findings limited to similar contexts
METHODOLOGY SUMMARY
1. DESIGN: Qualitative case study with 2 Jakarta EFL teachers
2. METHOD: Semi-structured interviews (10 questions in English)
3. ANALYSIS: Thematic and interpretive-descriptive
4. FOCUS: Teacher beliefs about sociolinguistic competence
5. CONTEXT: Curriculum 2013 implementation in formal schools
6. VALIDITY: Strengthened by thick description and research ethics
7. LIMITATIONS: Small sample, single method, limited geographical
scope
Key Points Preserved:
In-depth qualitative case study
2 experienced MGMP teacher participants
Semi-structured interviews in English
Thematic analysis and theoretical integration
Indonesian K13 implementation context
Limitations of small sample and single method