Appendix 3 : Interview Guide (English) ENGLISH TEACHERS PERSPECTIVES, KNOWLEGDE AND EXPERIENCES IN ENGLISH LESSON PLANNING AND CLASSROOM

INSTRUCTIONS SEMI-STRUCTURED INTERVIEW GUIDE The following questions will be given to the interviewees as guides to seek information from their empirical experiences, knowledge and perspectives in EFL lesson planning and classroom instructions done at SMK Negeri 1 Balikpapan in dayto-day basis. Most of the questions asked in this interview are repetitions, generated and developed from those questioned in questionnaires that the interviewees have had before. Such repetitions are made to see the consistency of the interviewees answers and responses for data reliability reasons. Additionally, a few of the questions are also developed based on results of observations. Such questions generated and developed either from the interview sessions or observations are aimed at having in-depth information regarding issues addressed in this study. Since the written questions in this interview are partly only guides for the interviewer and interviewees where to go, some other questions and responses may be raised out of the formatted ones, following the flows of the interviews. It also is important to notice that all questions in this interview guide will not be asked simultaneously at a certain session or period of time but some of them will be addressed separately. Such questions relating to research questions no. 5 and 6 will be asked on-the-spot; in the classrooms exactly after the EFL teachers finish doing their instructional activities. The interview will begin with a few warm-up questions about the interviewees background in EFL teaching. In addition, all interview sessions will be taped or audio-recorded. Data/Information To Seek for A. Interviewees Background in EFL Teaching No. 1. 2. 3. Questions To Address How long have you been teaching English at SMK Negeri 1 Balikpapan? What class have you been teaching most of your time? If you have to rate from the very easy to the very difficult, how would you describe your English teaching so far?

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4.

Every teaching-learning process always involves three phases in it; the before-,during-, and after- teaching stages. Which of the three stages is the most challengeable for you and why do you think so? In the before-teaching stage, every teacher is required to plan his/her lesson, use the plan in the during- stage, and then evaluate it in the after-stage. Have you always been doing these such lesson planning stages? If you have not, why havent you? Has the school had policy or regulation on the lesson plan making? If it has had, what has it told you about the teachers need to develop the lesson plans? Have the school had a guide for a lesson plan making? If it has had, what model of lesson plan have been required to refer to; schools model, districts model or central governments model? Back to my question no. 5, which of the three stages of teaching-learning processes have you always been doing so far? In the before-teaching stage, teachers need to develop or make lesson plans. Have you always been doing this kind of teaching preparation? If you have not, why havent you? Please explain.

B. teachers efforts,
schools policy and guide to develop lesson plans.

Strategy of English Lesson Planning; EFL

5.

6.

7.

The BeforeStrategy of English Lesson Planning;

lesson planning stages, reasons why havent done the beforestage, things to do in it, reasons to do and doesnt do analysis, the use of results of analysis, and problems faced when doing the before-stage of lesson planning.

8.

9.

C.

What do you usually do before really writing a lesson plan? Have you done any kinds of activities such as 10. students need analysis or learning resources analysis to help you develop them? If you have not done, even one of them, why havent 11. you? If you have, why do you think it is important to do the analysis? Please explain. 12. 13. How have you used the results of analysis to develop lesson plans you have made so far?

D. The DuringStrategy of English Lesson planning;

further clarifications on how have the

Can you explain what problems you have experienced during conducting before-stage of lesson planning? Ideally, questions in this stage of interview will be formulated after having results of direct observations on formats and components of the lesson plans developed by each EFL teacher as well as his/her answers or responses to questions from no. 22 until 25 given in the questionnaire. However, to begin this stage of interview, such questions from no. 22 until 25 in the questionnaire will also be asked to the interviewees. Besides looking at consistency of the

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interviewees answers or responses on the issues asked, this will also bridge the interviewees focus and thoughts to what is going to be examined with them.
lesson plans been made and problems experienced during making them.

Other than questions may be addressed in this stage of interview, the following is a must; How did you find the during-lesson planning strategy you have just done? Is it difficult for you to actualize? 14. If yes, why is it difficult? Is it because of its complexity or others? Please explain. Did you find any problems when doing the during15. lesson planning strategy you have just done? Please explain. In the after-teaching stage, teachers need to evaluate the effectiveness of a lesson plan used to do it. Have 16. you always been doing such kinds of evaluations on it? If you have not, why havent you? Please explain. 17. How have you done the lesson plan evaluations so far? What aspects of the lesson plans have you evaluated and how have you evaluated each of the aspects? How have you considered results of evaluation relating to the lesson plan development? How important are 19. they and how have you used them to your lesson plan improvement? 18. 20. Can you explain what problems you have experienced during conducting the lesson plan evaluations?

The AfterStrategy of English Lesson Planning;

reasons for not evaluating the lesson plans, method of evaluation, aspects to be evaluated, evaluation result implementation, and problems in doing the evaluation.

F.

Model(s) and Reasons of Implementing G. Such a Model(s) of Lesson Plan

In this stage of interview, the focus will be given to reasons of why implementing a particular model of lesson plan in that made to teach in day-to-day basis. Such questions are as follows; 21. 22. How would you describe model(s) of lesson plans you have made so far? Why do you choose that kind(s) of lesson plan model? Do you have specific reasons for that? Please explain.

What do you think of a model of lesson plan suggested 23. by Ministry of National Education in its regulation no. 41/2007?

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Conformity Level of Lesson Plans; H. the developed and the standard one. Strategy of Classroom Instructions; steps-by-steps I. teaching processes and problems experienced. Consistency of the Instructions J. and Those Formulated in the Lesson Plans. Reasons for or Causes of K. Inconsistent Practices, if any. Critical problems of English lesson L. planning and instructional activities.

In-depth interview questions will be developed after having results of direct observations on the lesson plan documents developed by EFL teachers and the one used as a standard.

In-depth interview questions will be developed after having results of direct observations on the classroom instructions.

In-depth interview questions will be developed after having results of direct observations on the classroom instructions.

In-depth interview questions will be developed after having results of direct observations on the classroom instructions. To make questions asked in this interview closely link to data from which an issue to be addressed comes from, such questions relating to critical problems of lesson planning and classroom instructions will be asked in the after-, during-, and before- stages of lesson planning and classroom instruction interviews. Consult questions no. 13, 15, 20 and others planned to asked in such stages of interviews.

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