FRAMEWORK OF PRE-UNDERSTANDING LITERATURE REVIEW

33 feelings, awareness, beliefs, problems, challenges, and thought could be elucidated.

B. FRAMEWORK OF PRE-UNDERSTANDING

Constructing a framework for research is important since it serves as the main guidance for a research Creswell, 2003. Since this study, is a phenomenological research in which “the essence of human experiences concerning a phenomenon” Creswell, 2003:15 is identified, the framework is also formed as the pre-figured themes. The theoretical framework or pre- understanding of the lived experience of novice English teachers at primary level is formulated as follows. Novice English teachers are teachers who have just graduated from English Teacher Education study program and in their initial years of teaching which is still less than three years. When they first enter their in-service teaching, novice teachers bring the ideals that they formed during their pre-service education. The ideal that they have formed during their pre-service education could be a set of beliefs about teaching English to young learners. However, when they start teaching in the real language classroom they might experience the “reality shock” in which they face reality which is far different from the ideal that they formed duting their pre-service education and then they start to realize that there is a gap between what they learnt in the pre-service education program and the reality of classroom language or their in-service teaching Farrel, 2012. 34 Therefore initial belief becomes the first theme and reality shock becomes the second theme. Novice English teachers might feel sad, depressed, and stressful during their initial years of teaching since the reality is far different from what they have envisaged during their pre-service education. Many problems might arise during their initial years, such as: adaptation with the new school environment, classroom management, workload, learning and teaching process, evaluation and grading, relationship with students, parents, colleagues, and supervisors, and any other problems Calderhead, 1991; McCann Johannessen, 2004. Hence, feeling or what novice teachers fell in their initial years is the third theme, while problem is the fourth theme. When novice teachers are being left alone with their problems, they would feel that they are not suitable for the job and start thinking to leave the job Crookes, 1997; Peacock, 2009; Farrel, 2012. The institution where they work might realize this and then provide support for them. The support provided by the environment or the school where they work can be sharing and mentoring Karatas Karaman, 2013. Through sharing and mentoring, novice teachers receive support from their mentor and coworkers. If the school where they work does not provide any support for them, they might get support from their family Karatas Karaman, 2013 . Moreover, novice teachers‟ perceived efficacy also might boost them to survive Brannan and Bleisten, 2012. Thus, support becomes the fifth theme. 35 Besides that, novice teachers‟ might also employ their personal strategies to cope with problems during their initial years of teaching Richards Farrel, 2005. They might have self reflection and self-directed learning as their personal strategies. They could see and reflect from what they have done and then take the lesson from it to improve themselves. In other words novice teachers also have their own strategies to struggle and to adapt in their new school. It makes struggle and adaptation becomes the sixth theme then. Novice teachers‟ experience in their initial years of teaching might determine their philosophy and attitude for the rest of their career Kuzmic, 1993. Furtherm ore, the first year of teching in teachers‟ career played significant role in shaping their future practice Karatas and Karaman, 2013. The up and down of novice teachers‟ experience during their initial years might make them either abandon their job or make them keep teaching Farrel, 2012. Hence, when they survive, what novice teachers have experienced might shape and change their initial beliefs about teaching English at primary level. Because of that, current belief becomes the last theme. 36

CHAPTER III METHODOLOGY

This chapter discusses the methodology and the procedures that would be employed in this research. It was essential to this research since it elaborated the appropriate steps of how to answer the research question systematically. Hence the elaboration in this chapter covers four major parts, namely 1 research method, 2 data and data gathering techniques, 3 research procedures, and 4 text composition and interpretation.

A. RESEARCH METHOD

This research was a qualitative research, particularly empirical phenomenological research which aimed to describe and interpret novice teachers‟ experience during their initial years of teaching. This study was a qualitative research because it took place in natural setting, was fundamentally interpretive, and put the researcher to view the social phenomenon holistically Creswell, 2003:181- 183. It was a phenomenological since it described the participants‟ lived experience and described the meaning of the experience without “offering casual explanations or interpr etive generalization” Van Manen, 1990:54. It was also empirical because it “involved a return to experience in order to obtain comprehensive description that provided the basis for a reflective structural analysis that portrayed the essence of the experi ence” Moustakas, 1994:13. In this study, the lived experience of interest was the participants‟ up and down