USING STIMULATED RECALL METHOD IN UNDERSTANDING TEACHER INTERACTIVE DECISION MAKING

Risna Saswati

doi:10.35962/lingua.v14i2.43

Abstract

This study sheds lights on whether Stimulated Recall (SR) as data collection method can gain accurate information if the recall is not conducted immediately after the task is completed. This study emerges from a research conducted previously about teacher decision making regarding their language use which is a dissertation writing and is not published yet. This paper is to investigate whether it is applicable to recall thought processes of teacher interactive decision making. This study applies interpretative method which uses documents of classroom observation video transcription and post observation interview transcription as data. The result is it is beneficial to use SR as data collection method since it can gain information accurately to recall the thought processes of teacher interactive decision making. It can work well to collect the data if SR is conducted based on the recommendations proposed by Gass and Mackay (2000) which are time, strong stimulus, good training for the research participants, and consistency with research questions.

Highlights

Stimulated recall is one of the methods to collect the data in conducting research
The first research question is whether Stimulated Recall (SR) can gain the information accurately when the tasks have been completed a week before
She is in doubt and the time on the video screen shows that the activity takes more time than she remembers

Summary

Introduction

Stimulated recall is one of the methods to collect the data in conducting research. It is defined as a procedure for collecting introspective data that is to elicit the thought processes in carrying a task or activity. It is used after the event under investigation. In this way, the participants are not distracted by having to introspect during the task. It is supposedly that the record of their activities can stimulate their memories to produce good introspective data after the event. It is often with a view to determining the ways in which the processes and state shape one’s behavior (Gass & Mackey, 2000; Nunan, 2009; Barnard and Burns, 2007)

Methods

Results

Discussion

Conclusion