37 experience in their first 3 years of teaching English at a private bilingual primary
school in Salatiga, Central Java, Indonesia. Phenomenology was
a method which procedures “involve studying a small number of subjects through extensive and prolonged engagement to develop
patterns of relationship of meaning” Moustakas, 1994 as cited in Creswell, 2003:15. Therefore, in conducting this study I involved two participants who
were willing to have an extended engagement to tell their experience during their initial years of teaching and to develop narrative stories of their experiences. In
order to obtain the data or the lived experience of novice teachers in teaching English at primary level, I carried in-depth interviews with the participants.
Narrative stories resulted from in-depth interviews was then categorized. After that, novice primary English teachers‟ lived experiences were described and
interpreted based on the categorization.
B. DATA AND DATA GATHERING TECHNIQUES
The elaboration in this section covers 1 nature of data and data collection techniques; 2 setting; 3 participant; and 4 validation.
1. Nature of data and data collection techniques
All of the data needed to conduct this research would be in the form of texts, particularly narrative stories anecdote. The texts were obtained from in-
depth interviews. In-depth interviews were conducted in an informal atmosphere outside the work area and working hour so that the participants and I felt more
comfortable. When it was not possible to have face to face meeting, with the
38 participants, I sometimes interviewed my participants through
facebook
and
whatsapp
. The interviews were taped and transcribed in order to transform the data into text form. The interviews were conducted several times in order to get
thick data or to get the richness of the texts. Since the data obtained from the interviews was essentials, good instrument to collect data was needed. The
instrument of this research was interview guideline which was built based on the theoretical review and pre-understanding Appendix 1.
2. Setting
This research was conducted in the context of private primary school in Indonesia which used national plus curriculum. This private primary school was
also a bilingual school because English was also used as a media of instruction for any other subjects. The school was located in Salatiga, Central Java, Indonesia. In
this kind of school, students studied English 6 hours of lesson in a week. Teaching and learning process in that school was supported with some facilities such as:
AC, LCD projector, and white board in each class and a library.
3. Participants
The participants of this study were two novice primary English teachers. They were chosen by certain criteria such as: 1 the participants have just
graduated from English Teacher Education study program; 2 the participants were still in their initial years of teaching; 3 the participants had less than 3 years
of teaching; and importantly 4 the participants were willing to have an extended engagement to tell their experience during their initial years of teaching and to
develop narrative stories of their experiences.
39 As Creswell 2007 and Moustakas 1994 stated that a phenomenological
study required a researcher to provide a consent signed by the participants and researcher as a legal contract and for the validity of the data obtained from the
participant. I asked my participants to sign a consent stating her willingness to participate and thus I could use their real name in the research.
My first participant was Kiki Kurniawati. She graduated from English Teacher Education study program in March, 2012. She started working as English
teacher at primary level since June, 2012. My second participant was Febriyant Jalu Prakosa. He graduated from English Teacher Education study program in
July, 2013 and started working as teacher at primary level in October, 2013. Kiki and Jalu worked in the same school but different class or grade. Kiki taught grade
3 and 4, while Jalu taught grade 2.
4. Validation
