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D. Research Question
To get a meaningful description of the phenomenon of teachers‟ lived experiences regarding their professional development, the researcher has formulated a
question which can help get a clear description. The question here helps to frame the construction of interpretation; thus, the narration will be a meaningful one. The
question is: What is the lived-experience of Senior High School English teachers like in relation to their professional development?
E. Research Goals
This research describes and interprets teachers‟ professional development to find meanings from
teachers‟ lived experiences. It provides a significant understanding of the nature of professional development. It can also enrich the
participants to be more reflective and self-actualized, as well as audiences in having an emphatic understanding and equity regarding professional development.
Furthermore, it also elucidates significant points beyond the activity regarding professional development. Doing a reflective description has a chance to develop
one‟s self-actualization. Furthermore, a text can provide a productive framework for the participants
to consider commitment and dedication toward their own development as professionals and humans. These assumptions will help participants, audiences, as
well as the reseacher to determine the best preference and solution for the same phenomenon. It essentially becomes good references for English teachers in high
12 school to consider their own professional development. The writer draws upon the
data from the methods that found that reflective experiences are fundamentals to reformation.
F. Research Benefits
It is expected that this research can provide significant contributions for the educational field, especially in the teacher-education process. The descriptions and
ideas will motivate educational practitioners to be autonomous in developing themselves personally and socially. Furthermore, as teachers, professional
development can be used as a solution to formulate effective and professional methods in self-determination. If teachers are successful in improving their quality as
professionals, it gives a positive impact in the teaching learning process. Additionally, it supports the development of teachers‟ teaching practice and
themselves as teachers. When teachers commit to do real development as professionals, they will adopt the appropriate framework for it. Through their
reflections, they will be innovative as teachers for their own improvements and their students. Furthermore, the particular implications of the phenomenon in this study
will also help readers, especially teachers, to find an effective way to deal with their roles as teachers and their career development. The stability can lead to higher
productivity.
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CHAPTER II LITERATURE REVIEW