an innovative approach

1. accessibility – is enabling the interviewee to understand what the
interviewer would like to ask, e.g. the questions which may need clarification,
2. cognition – is providing the interviewee with an understanding of what is
expected of them in the role of interviewee i.e. ethical and theoretical consideration is
needed during the interview,
3. motivation – is making the interviewee feel confident while being
interviewed e.g. keeping the interviewer’s interest on the answers and considering
their action during the interviewing process are needed to gain confidence.
Relaxing and welcoming to listen to the interviewee’s responses was also
needed for interviewing although the interviewees sometimes did not directly reflect
the interviewer’s questions (Fontana and Frey, 1998). The listening helps maintaining
the relationship between the interviewee and the interviewer. The interviewer then
conducted new interviewing for receiving directive data.
In this study, it is possible that interviewee i.e. the teacher would ask or say
something else e.g. consulting about the teaching implementation or not reflecting
their teaching of the teaching intervention, so separating time between the
consultation and the reflection was a concern during the conducted interviews.
3. Observations
Observation provides a chance to see what is going on independently in real
situations. Other useful information unfortunately ignored from a data-collecting plan
may be discovered with the observation (Patton, 1990). Also, it enables the
researcher to understand environment, the interaction between teachers and students,
and between students and students, and the pedagogical approach taken in the
classroom, while the researcher is being a participant observer who hopes to unfold
the complex story of the participants. The three styles of observation include
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