6 prospective teachers but also encourage and help the prospective teachers to be
autonomous. Hence studying novice English teachers‟ lived experience during their
initial year, in particular novice English teachers at primary level as my concern toward the global trend of lowering the age at which children learning English, is
needed to elucidate what they experience, thought, feel, believe, need, and aware of. When a clear and comprehensible understanding of novice primary English
teachers‟ lived experience is obtained from the descriptions of their experience, appropriate guidance and support for them could be prepared and provided.
Moreover, in order to encourage, to help, and to facilitate novice primary English teachers to be autonomous, studying their lived experience is needed because it
would enable them to be reflective and self-directed.
C. PROBLEM LIMITATION
This study is limited to the lived experience of novice primary English teachers in Salatiga, Central Java, Indonesia who work at the private bilingual
schools. Novice teachers in this study are defined as teachers who have just graduated from English Teacher Education study program and in their initial years
of teaching. The initial years of teaching is defined as the period beyond practicum when the novice teachers move from teacher training institution to the
real classroom to teach for the first time. In terms of time teaching, novice teachers in this study are teachers who have less than 3 years of teaching.
7 This present study is an empirical phenomenological research.
Phenomenological studies are, by nature, limited to the experiences of those who participate in the study. And although it is possible for readers to transfer the
descriptions to other settings because of shared or similar situational characteristics Creswell, 2007, generalization is not possible.
D. RESEARCH QUESTION
In order to obtain meaningful description of phenomenon on novice primary English teachers‟ lived experience, the researcher has to formulate
question which can help to get the description clearly. Moreover, the question here helps to frame the construction of interpretation so that the narration will be
meaningful. Thus, the question is: “What is the lived experience of novice English teachers at the primary school
like?”
E. RESEARCH GOALS
This present study about the lived experience of novice primary English teachers is conducted to describe and interpret meaningful phenomenon
experienced by novice English primary teacher during their initial year from the anecdote
of the participants‟ lived experience. This study about novice primary Englis
h teachers‟ lived experience will bring significant and empathic understanding of the novice primary English teachers‟ adaptation and survival
during the transmission process from college to real language classroom life.
8
F. RESEARCH BENEFITS
