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THE LIVED EXPERIENCE OF NOVICE ENGLISH TEACHERS AT A PRIMARY LEVEL
A THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree in English Language Studies
by
Adesia Kusuma Wardani Student Number: 126332030
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
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STATEMENT OF ORIGINALITY
This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody else‟s ideas,
phrases, or sentences without proper references.
Yogyakarta, February 10, 2014
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :
Nama : Adesia Kusuma Wardani
Nomor Mahasiswa : 126332030
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :
THE LIVED EXPERIENCE OF NOVICE ENGLISH TEACHERS AT A PRIMARY LEVEL
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, me-ngalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 10 February 2014
Yang menyatakan
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ACKNOWLEDGEMENTS
This thesis would not have been completed without the help and support from many people. Therefore, I would like to express my sincere appreciation to the following people who have assisted me in completing this thesis.
First of all, I would like to express my sincere gratitude to Jesus Christ for His guidance and never ending love in finishing this thesis and in breaking all problems I had during my thesis writing. Thank you for bringing me through all of this, Lord. I would also express my gratitude to my parents, brother, and my relatives for the spirit and financial supports that keep me strong in accomplishing my study.
I would also like to extend my appreciation to my thesis supervisor, Bapak F.X. Mukarto, Ph.D for his support, encouragement, supervision, and suggestion throughout my research work. Moreover, my appreciation also goes to all lecturers and all the staffs of English Language Studies for the help during my study.
I would also like to say my great thanks to Kiki and Jalu for their willingness to share their experiences in their initial years of teaching. Thank you for always making time for me though you both were very busy. I also thank to my best friend Jeng DewiKA for lending her ears to always listen to me, for her prayers, and her encouragement.
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Priska, Amung, and Ester for kidnapping me from piles of papers and books. I owe Rifky „Qrick‟ my thanks too for letting me to hostage his headphone to collect and transcribe the data of my research.
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TABLE OF CONTENTS
TITLE PAGE ………. APPROVAL PAGE ………... DEFENSE APPROVAL PAGE ……… STATEMENT OF ORIGINALITY……… LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ………... ACKNOWLEDGEMENTS ….……….. TABLE OF CONTENTS ………... LIST OF TABLES ………. ABSTRACT ………... ABSTRAK ………. i ii iii iv v vi viii xi xii xiii CHAPTER I INTRODUCTION ……… A.Background ………... B.Problem Identification ………...
C.Problem Limitation ………...
D.Research Question …....……….
E.Research Goals ………... F. Research Benefits ………...
1 1 4 6 7 7 8 CHAPTER II LITERATURE REVIEW……… A.Theoretical Review ………...
1. Novice Teachers ……….
a. The notion of novice teachers ……….…. b. Understanding novice teachers ……….……… c. Problems faced by novice teachers.……….………... d. Support for novice teachers ….………...
1) Source of support ………
a) Mentor………....
b) Coworkers ……….
c) Family………
d) Perceived efficacy ……….
2) How to support novice teachers...……… 2. Primary Level ………... a. Bilingual education ……….….. b. Primary school in Indonesia ……….. c. Primary level students characteristics………..………….. d. Teaching English at primary level ………
3. Lived Experience ………
4. Review of Related Research ………... B.Framework of Pre-Understanding.……….
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CHAPTER III METHODOLOGY ………
A.Research Method ………...
B.Data and Data Gathering Technique ………. 1. Nature of data and data collection techniques ……….
2. Setting ……….
3. Participant ………...
4. Validation ………
C.Research Procedures …………..………... 1. Turning to a phenomenon of interest ...………... 2. Investigating experience as we live in it rather than conceptualizing it ……….……….. 3. Reflecting on the essential themes which characterize the
phenomenon ……..……….. 4. Describing the phenomenon-the art of writing and rewriting.………. 5. Maintaining a strong and oriented relation to the phenomenon...…… 6. Balancing the research context by considering the parts and the
whole ………... D.Text Composition and Interpretation……….
1. Text composition………..
2. Interpretation………
36 36 37 37 38 38 39 40 40 40 41 41 41 42 42 42 42 CHAPTER IV DESCRIPTION AND INTERPRETATION ………...
A.Description ………
1. Participants‟ background (prologue)……… 2. Life after graduation ………..……….. 3. Joining the school where the participants work ………... 4. Orientation before teaching ...……….. 5. Dealing with administrative works for the first time ……….. 6. The participants‟ first teaching ……… 7. Meeting with „special‟ kids ………. 8. Reminding and encouraging students to speak English ……….. 9. Participants‟ job besides teaching ………... 10.Participants‟ metamorphose ……… 11.Participants‟ reason to stay teaching……...
12.Wish (epilogue) ………...
B.Interpretation ……….
1. Initial belief.………...………..
2. Reality shock………
3. Feeling.……….………
4. Problem ……….………..
5. Support ……….………...
6. Struggle and adaptation ………...
7. Current belief ………..
8. Good time management ………..
9. Autonomy ………
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11.Creativity ……….
12.Need ………
100 101 CHAPTER V CONCLUSIONS AND SUGGESTIONS ………..
A.Conclusions ………..
B.Suggestions ………...
103 103 106
REFERENCES ……….. 109
APPENDICES ………... Appendix 1. Interview Questions Guideline ……….. Appendix 2. Kiki‟s Interview Transcripts ...……….. Appendix 3. Jalu‟s Interview Transcripts ……….. Appendix 4. Participants‟ Consents ...………
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LIST OF TABLES
Table 2.1 Differences between Bilingual Education and Traditional Second- or Foreign Language Education ………... Table 2.2 Younger Learners and Older Learners Characteristics ……..
xii ABSTRACT
Wardani, Adesia Kusuma. 2014. The Lived Experience of Novice English Teachers at a Primary Level. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
When novice teachers entered their new working environments for the first time, they would likely face difficulties. They would experience the reality shock in which the ideal that they had formed during their pre-service education programs was different from the reality of classroom language. Furthermore, they would also find that there was a gap between the academic course content in the language teacher education program and the reality that they faced in the real language classroom. Because of that, novice teachers needed to adapt themselves in their new working place. Hence, I was interested to conduct a study on novice English teachers‟ lived experience particularly at the primary school. I chose primary school as the context of my study because of my interest on teaching English to young learners, my previous working experience as English teacher at the primary school, and the fact that not few novice English teachers met the demand of English teachers for children resulted from the mushrooming of primary schools in Indonesia which offered English as the medium of instruction and as subject to attract parents to enroll their children there.
“What is the lived experience of novice English teachers at the primary level like?” was the research question investigated in this study. In doing this research I adopted an empirical phenomenological method which aimed to describe and interpret novice teachers‟ experience during their initial years of teaching. I involved two participants who were novice English teachers at a private bilingual primary school in Salatiga. I carried out in-depth interviews in order to obtain the data to compose the narratives. The narratives were composed based on the shared-events between the participants.
The finding of the study was the descriptions of the participants‟ stories and the interpretation of it. The description of the participant stories were divided into twelve parts in order to make it more organized and easier to understand. Those twelve parts were: (1) participants‟ backgrounds; (2) their lives after graduation; (3) joining the school where they work now; (4) orientation before teaching; (5) dealing with administrative works for the first time; (6) their first teaching; (7) their meeting with „special‟ kids; (8) reminding and encouraging students to speak English; (9) their jobs besides teaching; (10) their metamorphose; (11) participants‟ reason to stay teaching; and (12) wish.
xiii ABSTRAK
Wardani, Adesia Kusuma. 2014. Pengalaman Hidup yang Dihayati oleh Para Guru Bahasa Inggris Pemula di Tingkat Sekolah Dasar. Yogyakarta: Kajian Bahasa Inggris, Program Pasca Sarjana. Universitas Sanata Dharma.
Ketika guru-guru Bahasa Inggris pemula memasuki lingkungan tempat mereka bekerja untuk yang pertama kali, mereka akan menghadapi kesulitan-kesulitan tertentu. Mereka akan mengalami „reality shock‟ dimana mereka mulai menyadari bahwa hal-hal ideal tentang mengajar yang mereka bayangkan ketika mereka mengenyam pendidikan guru berbeda dengan realita yang sebenarnya. Kemudian mereka juga akan menyadari bahwa ada hal-hal penting untuk mengajar yang belum dipelajari saat mereka menempuh pendidikan guru. Oleh sebab itu, guru-guru Bahasa Inggris pemula ini perlu beradaptasi dengan lingkungan sekolah mereka yang baru. Menyadari hal ini, saya tertarik untuk melakukan penelitian tentang pengalaman hidup yang dihayati oleh para guru Bahasa Inggris pemula khususnya di tingkat sekolah dasar. Saya memilih tingkat sekolah dasar sebagai konteks penelitian saya karena ketertarikan saya akan pengajaran Bahasa Inggris untuk anak-anak, pengalaman bekerja saya sebagai guru Bahasa Inggris di sekolah dasar, dan juga realitas dimana tuntutan pasar akan guru Bahasa Inggris untuk sekolah dasar yang menawarkan Bahasa Inggris sebagai bahasa pengantar dan juga sebagai salah satu mata pelajaran dipenuhi oleh guru-guru Bahasa Inggris pemula.
“Apa sajakah pengalaman hidup yang dihayati oleh para guru Bahasa Inggris pemula di tingkat sekolah dasar?” merupakan pertanyaan penelitian yang diselidiki dalam studi ini. Dalam penelitian ini, saya mengadopsi metode empirical phenomenological yang bertujuan untuk mendeskripsikan dan menginterpretasikan pengalaman para guru Bahasa Inggris pemula di periode awal mereka mengajar. Saya melibatkan dua orang partisipan dalam penelitian ini. Kedua partisipan saya adalah guru Bahasa Ingris pemula di sekolah dasar swasta di Salatiga yang menerapkan system dwi-bahasa. Saya melakukan wawancara mendalam kepada kedua partisipan saya untuk mendapatkan data penelitian ini. Berdasarkan hasil wawancara mendalam saya kepada para participant, saya menyusun narasi tentang pengalaman hidup mereka yang dihayati. Narasi disusun berdasarkan kesamaan peristiwa yang dialami kedua partisipan.
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1 CHAPTER I INTRODUCTION
This first chapter provides the readers with an introduction to the research and what makes me interested in exploring this particular topic of research. It consists of six majors sections, namely (1) background, (2) problem identification, (3) problem limitation, (4) research question, and (5) research goal and (6) research benefits.
A.BACKGROUND
Teaching is a lofty yet demanding, time-consuming, and often thankless job. Teachers have demanding work since they have to deal with complicated educational issues and practical demands of classroom teaching. According to Pollard (2008), when teachers harmonize their personal ideals, performance standards, practicalities, and wider educational concerns, they might find it difficult and overwhelming. Novice teachers in particular are likely to face unique difficulties with reconciling those things and also adaptation during the initial years of teaching.
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different from what they have imagined during their pre-service education. During this transformational process in which novice teachers face the real classroom life, they often find difficulties and challenges. According to Kuzmic (1993) it is essential to understand novice teachers‟ experience in their initial years of teaching since it is a critical time for them which may determine their philosophy and attitude for the rest of their career.
Likewise, Farrell (2008) mentions that many language teachers experience the “reality shock” during their initial years of teaching because they have to learn how to adapt and survive in a new school culture. He put that in their initial year of teaching, novice English teachers usually find that there is a gap between academic course content in language teacher preparation programs and the reality that they face in the real language classroom. Hence, understanding the actual experiences of novice English teachers is essential since it might be beneficial for designing teacher training programs which would better prepare the next generation of teachers, particularly their transition to employment (Farrell, 2008). Though understanding novice teachers‟ experience, in particular novice language teachers‟ experience, during their initial years of teaching is important, only few
in-depth studies which elucidate their experience have been documented in the TESOL education literature (Farrell, 2008). Therefore, I am interested in studying novice English teachers‟ lived-experience during their initial years of teaching.
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Moreover, my first working experience as English teacher at primary level after leaving undergraduate college also provokes me to focus this study on novice English teachers at primary level. Another reason is the fact that not few novice English teachers meet the demand of English teachers for children resulted from the mushrooming of primary schools in Indonesia which offer English as the medium of instructions and as a subject to attract parents to enroll their children there.
The post-modernism or post-method era leads to the idea of modern progressivism in which education should help human to progress more. New progressivism perspective proposes that “the goals of education are not defined in
terms of particular ends or products, but in terms of the processes and procedures by which the individual develops understanding and awareness and creates possibilities for future learning” (Finney in Richards and Renandya, 2001:73).
Moreover, Finney puts that the emphasis of progressivism is on concepts of learner needs, interest, and human progress that leads to self actualization of each human being.
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teacher educators might also reflect on it so that they would have better idea of the reality of classroom and thus could prepare better for employment. Furthermore, the school board and experienced teachers would also find it beneficial in order to understand the needs and the challenges of their new colleagues so that they could give appropriate support. For the common readers, they might get better and empathic understanding of the lived experience of novice primary English teachers so that they would humanize the job of primary English teachers, particularly the novice and language teaching.
B.PROBLEM IDENTIFICATION
Introducing English to children has become great vogue across the world. Graddol (2006) reveals that:
The age at which children start learning English has been lowering across the world. English has moved from traditional „foreign language‟ slot in lower secondary school to primary school-even preschool. The trend has gathered momentum only very recently and the intention is often to create bilingual population (p.88).
Likewise, Pinter (2006) and Nokolov (2009) mention that now ever more and ever younger children are learning English and English is compulsory in primary education in many countries around the world.
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demand of English teacher for children is fulfilled by many novice English teachers who have just graduated from English teacher education program besides experienced teachers.
In their initial year of teaching, novice teachers experience what Farrell (2008) calls as “reality shock”. Novice English teachers face the real classroom language which is far different from what they have form as ideals during their pre-service education. They usually find their initial year of teaching as a time of much difficulty because of factors such as problem with classroom management, the learning and teaching process, motivating students, assessment and evaluation, insufficient and inadequate material, instructional planning and pacing, the workload, and relationship with colleagues and parents (McCann & Johanessen, 2004). Leaving novice teachers on their own with much difficulties would make them become worse and leave the profession. Crookes (1997) and Peacock (2009) state that when novice teachers are left to survive on their own in difficulties, they will leave their job early in their careers. Because of that, novice teachers need guidance and support from experienced educators (Boss, 2001).
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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
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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 English teachers‟ lived experience will bring significant and empathic understanding of the novice primary English teachers‟ adaptation and survival
8 F.RESEARCH BENEFITS
There will be two kinds of benefits offered in this present study: practical and scientific benefits. Practical benefits from this study are offered to the participants, the school board, experienced teachers, pre-service teachers, teacher educators, and the readers. This research, through in-depth interviews, would allow the participants to reflect on what they had experienced in their initial year of teaching. Through the texts or anecdote of the participants‟ lived experiences in their initial years of teaching English at primary level, the participants might learn a lesson from it and adjust themselves for improvement. In other words, it encourages, helps, and facilitates the participants to be autonomous teachers.
Through the description and the interpretation of novice primary English teachers‟ lived experience during their initial years of teaching, the school boards
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comprehensible and empathic understanding of the lived experience of novice primary English teachers so that they would be able to humanize the job of primary English teachers, particularly the novice and language teaching.
In addition to its practical benefits, this present study also offers scientific benefits. The description and interpretation of participants‟ lived experience in
teaching English at primary level during their initial years of teaching would become the property of the body of science which could contribute insight to the theory of English teacher education and development and teaching English to young learners, particularly in Indonesian context.
10 CHAPTER II LITERATURE REVIEW
This second chapter presents the theoretical review and theoretical framework of the research. The construct and concepts related to the research are reviewed and clarified and then being used to formulate the framework of pre-understanding.
A.THEORETICAL REVIEW
In this section, I would review and clarify concepts and constructs related to this research. Those concepts and constructs are (1) novice teachers; (2) primary level; and (3) lived experience. Furthermore, previous related studies are also being reviewed in this section.
1. Novice Teachers
In this section (a) definition of novice teachers; (b) understanding novice teachers; (c) problems faced by novice teachers; and (d) supports for novice teachers are being reviewed and clarified.
a. The notion of novice teachers
Though in the studies of beginning teachers the term “novice” has been
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novice. In some research articles on novice teachers, the time teaching of novice teachers can be from “as little as one year to as many as five years” (Farrell, 2012:437). For example, Kim and Roth (2011) reveal that novice teacher is defined as teachers with less than five years of teaching experiences by some researchers. In addition, Hayness (2011) mentions that some researchers refer to a teacher with two years of teaching experience or less as novice teacher. Based on the time teaching, Farrell (2012) sees three years of time teaching as realistic measurement for teachers to be considered as novice teachers.
Farrell (2012) reveals that among the members of TESOL Quarterly editorial advisory board various definitions of novice teachers also emerge. Some board members suggest that novice teachers are “anyone teaching a new course for the first time” (Farrell, 2012:437). Other board members determine novice teachers as teachers who have entered “a new cultural context for the first time”
(Farrell, 2012:437). Moreover, Farrell (2012:437) also mentions that there is also suggestion from the board members that novice teachers refer to “anyone who has
received a second license or endorsement in English as a second language even though he or she may be an experienced teacher in other subjects”.
Because of those varied definitions of novice teachers, Farrell (2012) realizes that what exactly a novice teacher is needs to be defined. When there is a clear definition about novice teachers, people who are interested for the issue on novice teachers would know exactly what could be included and not into novice teachers. Farrell (2012) define novice teachers as
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practicum), and have commenced teaching English in an educational institution (usually within 3 years of completing their teacher education program (p. 437).
Based on Farrell‟s (2012) definition of novice teachers above, experience
ESOL teachers who enter new culture or school context could not be considered as novice. Moreover, teachers who are returning to TESOL after many years off could not be considered as novice. Another important thing related to the definition of novice teachers is that age could not be used as the criterion. In other words, age does not have any relevance with novice (Farrell, 2012).
For the purpose of this study, novice teachers are defined as teachers who have just graduated from English Teacher Education study program and in their initial years of teaching. In terms of time teaching, novice teachers in this study are defined as teachers who have less than three years of teaching.
b. Understanding novice teachers
When beginning teachers enter their in-service teaching, they start to experience the real “learning to teach” process. In this “learning to teach” process,
novice teachers change their prior state of “the learner” into the state of “the teacher” (Huberman, 1993). During their real “learning to teach” process or their initial years of teaching, novice teachers usually faced with “culture shock” or “reality shock” (Veenman, 1984, Huberman, 1993, Farrell, 2006, Farrell, 2008, and Farrell, 2012).
According to Veenman (1984:143) novice teachers experience the “reality shock” because of “the collapse of the missionary ideals formed during teacher
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novice teachers envisaged during their pre-service education as the “reality shock” faced by novice teachers during their initial years. Likewise, Farrell (2012:211) also reveals that the “reality shock” faced by novice teachers is the time when novice teachers realize that “the ideals they formed while training may not be
appropriate for the realism they are faced with during their first year of teaching”. Regarding to the “reality shock” faced by novice teachers, understanding
novice teachers is crucial in order to rescue them from abandoning their job. Crookes (1997) and Peacock (2009) reveal that novice teachers are left to survive on their own in less than ideal conditions too often and it results some drop out of the profession early in their careers. In addition, Farrell (2012:436) reveals that many novice teachers are travelling alone without the guides and guardians decided to “abandon the teaching path before ever discovering the joys of teaching”. Therefore, novice teachers should be understood and should not be
neglected on their own.
Besides the “reality shock” in their initial years of teaching which might
make them leave their profession, novice teachers need to be understood since what they experience in their initial years of teaching would determine their future practice. According to Karatas and Karaman (2013) the first years of teaching in teacher‟s career play a significant role in shaping their identity and future practice. Pitton (2006:2) also puts that “the success of new teachers is critically linked to
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when they were left alone with their challenges and start to fell ineffective, they believe that they are not suitable for the profession and quit their jobs.
c. Problems faced by novice teachers
During their initial years of teaching, novice teachers face with many problems and challenges (Pfister, 2006). The initial years of teaching is described as the discovery and survival phase of teaching by Huberman (1993). Others describe this first years of teaching as the period of uncertainty as “a sink-or-swim experience” since novice teachers are expected to take on many job
responsibilities which they are not ready yet for (Huling-Austin et al., 1989). Odell and Ferraro (1992) describe this first period of teaching as vicious cycle during which novice teachers complain about the teaching workload.
Problems which might arise during the novice teachers‟ initial years of
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Among those problems faced by novice teachers in their initial years of teaching, working load and classroom management are the two most outstanding problems they struggle with (Veenman, 1984, Clift et al., 1995, Alexander and Galbraith, 1997, Crookes and Arakaki, 1999, and McCann and Johannessen, 2004). According to Veenman (1984) and Alexander and Galbraith (1997), classroom management is one of the main concerns of novice teachers during their initial years of teaching. Veenman (1984) particularly mentions five issues perceived by novice teachers in classroom management: (1) motivating students; (2) dealing with individual differences; (3) assessing students‟ work; (4) relations
with parents; and (5) organization of class work.
Working load is another problem faced by novice teachers during their first years of teaching besides classroom management. Crookes and Arakaki (1999) and McCann and Johannessen (2004) find that overwork associated with lack of preparation time is the main problem faced by novice teachers during their initial years of teaching which make them having apprehensive attitudes towards their professional development. Previously, Clift et al. (1995) also find that novice teachers are having so much heavy problems in their initial years since they are usually given the most demanding assignment, such as teaching difficult groups and completing paperwork assigned by administration, as well as an overload of teaching hours.
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school. Similarly, Pfister (2006) says that besides the classroom-specific and school problems, novice teachers also face problems with adjusting themselves to new situations.
d. Support for novice teachers
Since beginning teachers face so many problems during their initial years of teaching therefore supports, and guidance need to be provided in order to rescue them from abandoning their professions. Fox and Singletary (1986) mentions that support is highly needed in this phase in order to confront any problems which may arise in the classroom and at school. Likewise, Boss (2001) maintains that novice teachers need guidance and support in their initial years of teaching.
Below two constructs or concepts related to support for novice teachers: (1) sources of support and (2) how to support novice language teachers are being reviewed and clarified.
1) Sources of support
During their initial years of teaching, novice teachers need to be supported to pass their crucial period in their career. Working environment, the school where they work, might be the support provider for novice teachers during their initial years of teaching besides personal support (Karatas & Karaman, 2013). In their summary of studies related to novice language teachers, Karatas and Karaman (2013) put mentors and coworkers as the support provided by the school. Then, the source of personal support could be from novice teachers‟ family and their
17 a) Mentor
Mentor is more experienced teacher who supports the novice teacher (Lindgren, 2004). The mentor and novice teacher or the mentee build a good relationship upon openness and confidentiality in which the experienced and judicious teacher and the novice meet regularly for discussion according to the needs of the novice (McGee, 2001). Importantly, a mentor is not a problem solver and not a judge of the novice‟s problems and opinion (Chubbuck, Clift, Allard, and Quinlan, 2001). According to them, the task of the mentor is to support the learning and reflective process of the novice. Likewise, Lick (1999) and Alred and Garvey (2000) emphasize that mentoring has a special goal to contribute to learning and thus the novice should be engaged and have a constructive self-awareness in order to make learning happen.
Mentoring a novice teacher is different from supervision a student teacher (Lindgren, 2004). The task of the mentor is to listen, to support, and to develop the thinking of the novice for his or her constructive progress, not telling the right things to do nor the right answer. On the other hand, supervisor has to control the outcome of the students. Hence, a mentor is required to encourage novice to learn from their own experiences in order to develop a vision of good teaching (Feiman-Nemser, 2001).
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Francis (2001) in Man and Tang (2012:485) also maintain that young mentor is “better at emphasizing and recalling what it is like to be a beginning teacher”.
Hence, as the alternative, giving two mentors to guide and support the novice is suggested (Man and Tang, 2012). Those two mentors are the experienced mentor playing a more advice giving role and the relatively inexperienced mentor playing collaborative and empathetic role.
Related to the mentoring as the support and guide provided by schools for their novice teachers, Man and Tang (2012) state that novice teachers need to be given time table which is novice-friendly. It aims to give much time for novice teachers to observe experienced people‟s classes and learn from them. Besides observing experienced people‟s classes, novice teachers need to be observe too in order to contribute to novice teachers‟ development not to assess their
performance (Man and Tang, 2012).
Man and Tang (2012) also mention that principal has a very important function in the process of mentoring novice teachers. If the principal does not recognize and support the mentors, this may limit mentors‟ effectiveness. In
addition to valuing and supporting mentors, the principal should create opportunities for their training as well. In this way, mentors can contribute to novices‟ development process.
b)Coworkers
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of support provided by colleagues: (1) pragmatic and (2) affective support. However, these kinds of supports are difficult to be distinguished. Brannan and Bleistein (2012:531) mention that “sharing ideas about teaching, classroom
management, school policies, or logistics, as well as peer observation and sharing resources” are included to the pragmatic support provided by colleagues. While
affective support are sharing experiences and offering encouragement.
Farrell (2012) also emphasizes the role of colleagues in novice teachers‟
adaptation period. Farrell (2012) describes how a director while observing his class stood up and told him he was not teaching correctly. At that time he felt like going to leave his job because he thought he was not suited to be a language teacher. Fortunately, Farrell (2012) was rescued by his colleagues who acted as his guides and guardians. His colleagues boosted his morale and provided wise counsel (Farrell, 2012:436). From the description of his experience when he was a novice teacher, Farrell (2012) shows how important support from colleagues is. c) Family
In their study, Brannan and Bleisten (2012) also found that family is one of the support providers for novice teachers. From their study, they reveal that family helps them to prepare materials for teaching such as purchasing supplies or organizing stapling papers. Furthermore, Brannan and Bleisten (2012) also reveal that helping a married novice teacher in taking care of the child so that they could work is also kind of helpful support for them.
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their problems and challenges. According to Howard and Johnson (2004) family caring aids novice teachers to cope with workplace challenges. Similarly, Day and Gu (2007) find that having a supportive family might enhance teachers‟ capacity to cope with workplace challenges.
d)Perceived efficacy
Self efficacy is the extent to which individuals believe they can organize and execute actions necessary to bring about a desired outcome (Bandura, 1997). Novice teachers‟ self efficacy played an important role in supporting their
development as language teachers too (Faez and Valeo, 2012). From their study on 115 novice teachers‟ self efficacy and how it plays a role in supporting their development as language teachers, Faez and Valeo (2012) reveal that novice teachers‟ self efficacy particularly their perceived efficacy should not be neglected
since novice teachers build on their perceived efficacy and it can predict success and commitment to work. Hence, novice teachers‟ perceived efficacy as one of the personal supports should be boosted in order to help novices to cope with problems and challenges during their initial years of teaching and thus they can perform better in teaching.
2) How to support novice teachers
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reflections (Richards and Farrell, 2005). According to them, individual strategies are reflection, self-directed learning, and taking part in teacher support groups.
Another way to support novice teachers is by encouraging them to share the challenges they face in their first years of teaching and tell other people about what the experience (Farrell, 2012). Thus, Farrell (2012) encourages second language educators to collect the stories novice teachers share about their first years of teaching. From what they have collected, a corpus of the story of novice teachers first years of teaching could be created. This would help novice teachers overcome the challenges they face and reflect on their own teaching experiences (Farrell, 2012). Similarly, Shin (2012) also reveals that by sharing their stories, novice teachers are able to reflect on their own teaching practices and it is empowering.
2. Primary Level
In this section, constructs and concepts related to primary level particularly bilingual school are being reviewed and clarified. Those constructs and concepts are: (1) bilingual education; (2) primary school in Indonesia; (3) primary level students‟ characteristics; and (4) teaching English at primary level.
a. Bilingual education
Bilingual education at the elementary is defined as “education that aims to
promote bilingual (or multilingual) competence by using both (or all) languages as media of instruction for significant portions of the academic curriculum”
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the hallmark of bilingual education is integrating language and academic instruction.
In her book entitled Bilingual Education in the 21st Century: A Global Perspective, Garcia (2011) differentiates bilingual education and traditional
education which teach a second or a foreign language. Below is the table of differences between bilingual education and traditional foreign- or second language education by Garcia (2011:26).
Table 2.1 Differences between Bilingual Education and Traditional Second- or Foreign-Language
Bilingual Education Second- or Foreign-Language Education Overarching Goal
Educate meaningfully and some type of bilingualism.
Competence in additional language.
Academic Goal
Educate bilingually and be able to function across cultures.
Learn an additional language and become familiar with and additional culture. Language Use Languages used as media
of instruction.
Additional language taught as subject. Instructional Use of
Language
Uses some form of two/more languages.
Uses target language mostly.
Pedagogical Emphasis Integration of language and content.
Explicit language instruction.
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education program uses the language which is other than children‟s mother tongue as a medium of instruction. Further, Garcia (2011) also emphasizes the aim of bilingual education is for developing multiple understandings about languages and cultures, and foster appreciation for human diversity through general education which is taught in two or more languages.
For the purpose of this study, bilingual education is defined as education program which does not only to teach English in order to develop the students‟
foreign language competence but also to teach content through English or in other words using English as the media of instruction. Though English becomes the language instruction, Indonesian is still being used to teach certain subjects which cannot or too difficult to be delivered in English.
b. Primary school in Indonesia
According to Law No. 20/2003, primary school and lower secondary school belong to the basic education. Basic education itself is general education with a duration of nine years: six years in primary school or elementary education and three years in lower secondary school or junior secondary education. This basic education is compulsory for the Indonesian citizens and it is well known as “wajib belajar sembilan tahun” or nine years compulsory education.
Seven until twelve year old children are required to attend Sekolah Dasar (SD) or primary school or elementary school. Primary school in Indonesia consists
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schools are schools which intend to go beyond the minimum government requirements, especially with the use of English as medium of instruction or having an international-based curriculum instead of the national one.
For the purpose of this study, primary school which is chosen as the context of this study is private primary school which uses national plus curriculum. This private primary school is also a bilingual school which uses English as a media of instruction. Most of the subjects in that school are delivered in English, however certain subjects such as Bahasa Indonesia (Indonesian) and Pendidikan Kewarganegaraan (Civics) are delivered in Indonesian. Moreover, English in this kind of school is given more than time slot than English in regular primary school. The students in this school learn English 6 hours of lesson a week (1 hour of lesson is 35 minutes).
c. Primary level students’ characteristics
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Nunan (2011) classifies young learners into two: (1) younger learners and (2) older learners. Children at grade 1-3 are included into younger learners, while children at grade 4-6 are included into older learners. Nunan‟s (2011:2-3) identification of younger learners‟ and older learners‟ characteristics is presented
in the table below.
Table 2.2 Younger Learners and Older Learners Characteristics
Younger learners Older learner
They are at pre-school or in the first couple of years of schooling.
They are well established at school and comfortable with school routines. Generally, they have a holistic
approach to language which means that they understand meaningful messages but cannot analyze language yet.
They show growing interest in analytical approaches, which means that they begin to take an interest in language as an abstract system. They have lower level of awareness
about themselves as well as about the process of learning.
They show a growing level of awareness about themselves as language learners and their learning. They have limited reading and writing
skills, even in their first language.
They have well-developed skills as readers and writers.
They are more concerned about themselves than others.
They have a growing awareness of others and their view points. They have limited knowledge about
the world.
They have a growing awareness of about the world around us.
They enjoy fantasy, imagination, and movement.
They begin to show an interest in real life issue.
Children characteristics can also be identified through their developmental stages as they progress from birth to adolescence in which children‟s social;
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birth to adolescence: (1) sensori-motor stage; (2) pre-operational stage; (3) concrete-operational stage; and (4) formal operational stage.
Children at primary level are already in the third stage, concrete-operational stage. Children in this stage are at age of 7 to 11 or 7 to 12 (Henniger, 2009 and Nunan, 2011). According to Henniger (2009), children in this stage are less egocentric and their ability to see other‟s perspective is gradually established. Furthermore, they are still developing their ability to think logically and also starting to make generalizations from the environment although it is limited (Henniger, 2009 and Nunan, 2011).
d. Teaching English at the primary level
Teaching English at primary level means teaching English to young learners whose ages are ranged from 7 to 12. Teaching English to young learners is not the same with teaching English to adults. The remarkable difference is the motivation owned by young learners and adults. Brewster et al. (2004) reveals that young learners do not have the same kinds of motivation as adults in learning English. Therefore, in teaching young learners, teachers need to engage them well in the learning process. Moreover, engaging children well in the learning process is needed since children‟s concentration span is shorter than adults (Brewster et
al., 2004). It means that teachers need to create various attractive activities to engage the students in learning activities.
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and intellectual development, Nunan (2011) reveals that in designing learning activities and creating tasks and materials for children, their psychological and intellectual development and also their characteristics need to be considered. In addition, each child has their own learning styles which need to be considered too (Clarke, 2010). Therefore in designing learning activities, teachers need to vary the activities in order to suit to the students‟ learning styles.
Classroom management in teaching English to young learners cannot be seen as a trivial thing since it will influence the smoothness of the overall teaching-learning activities. When the class and the students are under controlled, teacher can teach better and might achieve the teaching objectives well. Oliver and Reschly (2007) maintain that classroom management is important. They reveal that
The ability of teachers to organize classrooms and manage the behavior of their students is crucial to achieving educational outcomes. Although sound behavior management does not guarantee effective instruction, it establishes the environmental context that makes good instruction possible (Oliver & Reschly, 2007:1).
Hence, teachers need to have good classroom management skills in order to establish classroom context which enables learners to learn well.
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Teaching English to young learners is different from teaching English to adults and it cannot be seen as a trivial and easy job. Children might be very unpredictable during the teaching-learning process, sometimes they are nice, but sometimes they are spoiled, naughty, and egoistic. Therefore, English teachers for young learners should not only have good knowledge and techniques about teaching but also passion and patience in teaching children.
3. Lived Experience
Dilthey (1985) in Van Manen (1990:35) suggests that “lived experience
involves our immediate, pre-reflective consciousness of life: a reflexive or self-given awareness which is, as awareness, unaware of itself”. According to Dilthey
(1985:223) as cited in Van Manen (1990), a lived experience
does not confront him as something perceived or represented; it is not given to me, but the reality of lived experience is there-for-him because he have a reflexive awareness of it, because he possesses it immediately as belonging to him in some senses. Only in thought does it become objective.
Furthermore, Dilthey (1985) in Van Manen (1990:36) also suggest that lived experience is “to the soul what breath is to the body”. According to Van Manen (1990:36) it is “the breathing of meaning”. Thus, lived experience has an essence or quality that could be recognized when we consciously retrospect on it.
Then, Van Manen (1990:36) states that lived experience is “the starting point and end point of phenomenological research”. Phenomenology, according to Van Manen (1990:36) aims to
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reflective appropriation of something meaningful: a notion by which a reader is powerfully animated in his or her own lived experience.
For Hegel in Moustakas (1994:26), phenomenology refers to “knowledge
as it appears to consciousness, the science of describing what one perceives, senses, and knows in one‟s immediate awareness and experience.” According to
Husserl (1962) phenomenology as a research method is an in-depth process of reexamining the things themselves. Powers and Knapp (1995) put that phenomenology is a way of thinking about what life experiences are like for people and is primarily concerned with interpreting the meaning of these experiences.
According to Creswell (2003) phenomenological research is a research in which the “essence” of human experiences concerning a phenomenon is identified. Phenomenon according to Moustakas (1994) is what appears in consciousness. Heidegger (1977:74-75) mentions that the word phenomenon comes from the Geek phanesthai. It means to flare up, to show itself, to appear. Moreover, the word phenomenon, according to Heidegger (1977:74-75), is constructed from phaino. Then, phenomenon means to bring to light, to place in brightness, to show itself in itself, the totality of what lies before us in the light of day. According to Husserl (1931:129) any phenomenon represents a suitable starting point for an investigation and it serves as the essential beginning of a science that seeks valid determinations that are open to anyone to verify.
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on it. The lived experience of novice English teachers in their initial years is the phenomenon of this study.
4. Review of Related Research
According to Farrel (2006, 2008) the first years of teaching has been well documented in general education research, for instances: studies conducted by Bullough (1989, 1990, and 1997); Bullough and Baughman (1993); and Calderhead (1992). Recently, the first year of teaching has been recognized by language teacher educators as having enormous influence on the future development of language teachers (Farrell, 2006). Though, it is now crucial to study about novice teachers, “not many detailed studies outlining the experiences
of language teachers in their first years of teaching have been documented in the TESOL education literature” (Farrell, 2006:212). For instances: Richards and Pennington (1998); Farrell (2006); Moore (2008); and Hayes (2008).
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English, students‟ resistance to new ways of learning, and heavy workloads. Study
by Richards and Pennington (1998) shows that the reality of language classroom could change what teachers have formed as ideal during their pre-service education.
Farrell (2006) conducts a study on how a new Singaporean teacher balances a delicate and sometimes conflicting role between learning to teach and learning to become a teacher within a local school with an established culture in a neighborhood secondary school in Singapore during his first year. In his study, Farrell (2006) uses a story framework (orientation-complication-result). Farrell (2006) founds three major challenging situations faced by his participant: (1) teaching approach; (2) course content; and (3) collegial relationship. Moreover he also indentifies his participant responses with each challenging situation as he struggle to establish himself as a teacher.
A study on a Cambodian English teacher‟s first year of teaching in
Cambodian high school is conducted by Moore (2008). He describes the first-year experience of a Cambodian teacher who is trained to teach English in local secondary schools but ends up teaching on the Bed (TEFL) program she has just graduated from. Based on his participant‟s experience, it is revealed that she has
two kinds of issues: (1) institutional issues and (2) personal issues. The institutional issues are: (1) the program‟s transition from being taught by native English speakers to being taught by Cambodians; (2) the introductions of a student‟s contribution fee which created unrest among the students. The personal
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lecturer; (3) teaching classes in class in which many students had not done their homework; (4) dealing with trouble-makers; and (4) the resistance of some students to the communicative teaching methodology. Besides revealing the issues faced by the participant, Moore (2008) also describes how she overcomes those issues and how she helps her students learn.
Another study is a study on Thailand teachers in their first years of teaching conducted by Hayes (2008). The participants of his study are four novice teachers who have never experienced any formal induction in their first year. In his study, Hayes (2008) documents how those four Thai teachers undergo their first year of teaching using a life history research method. Based on his documentation, he argues that new teachers need to be prepared for the reality of the classroom during training program and on-the-job guidance in dealing with school structures and collegial relationship would be reduce some of the burdens face by teachers.
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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 figured themes. The theoretical framework or pre-understanding of the lived experience of novice English teachers at primary level is formulated as follows.
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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.
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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). Furthermore, 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
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
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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
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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
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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
40 C.RESEARCH PROCEDURES
In conducting this research I did what Van Manen (1990) suggested. I adapted Van Manen‟s six methodological procedures.
1. Turning to a phenomenon of interest
Firstly, I tried to find the topic that interested me to investigate. After I found the topic, I collected the information needed to support the significance of my research in order to formulate my research problem. Following that, I determined the participants who were willing to help me conduct the research and the research setting. Then, through library research, I gathered the theories and to review previous related research. Library research was done in order to review and clarified the concepts and constructs related to the research so that pre-understanding could be formulated.
2. Investigating experience as we live in it rather than conceptualizing it As a researcher, I needed to investigate experience as living in it (Van Manen, 1990). Hence, I also gathered my own experiences as a novice English teacher for primary students in order to be able to elaborate the participant‟s
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3. Reflecting on the essential themes which characterize the phenomenon When all of data had been gathered or obtained, I could analyze essential pre-figured and emergent themes. Those essential pre-figured and emergent themes could be use as the reflection for the researcher and participants to perform and actualize ourselves better.
4. Describing the phenomenon-the art of writing and rewriting
The aims of this research were for describing and for interpreting participants‟ stories during their initial years of teaching. Hence, I needed to write
and rewrite the narratives. The write and rewrite process required me and the participants to have reflection of the research by doing the re-interviews to synchronize all the information and stories to enhance the accountability and trustworthiness of the research result. Moreover, I always presented the narrative stories to the participants so that they could check whether the narratives were acceptable or not.
5. Maintaining a strong and oriented relation to the phenomenon
When all of the data had been obtained, I could analyze them and wrote them. After that, I interpreted them into some themes of phenomenon. The essential meanings of the participants‟ lived experience during their initial years
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6. Balancing the research context by considering the parts and the whole In order to balance parts and whole, I did what Van Manen suggested in balancing it. In writing, I sometimes stepped back and looked back at the total, at the contextual givens and how each of the parts needs to contribute toward the total.
D.TEXT COMPOSITION AND INTERPRETATION
Van Manen (1990) revealed that the notion of “data” was ambiguous within the perspective of human science. Related to phenomenology, Van Manen explained that data or datum meant something given or granted. It meant that experience was given to us in every life. Thus, the data in this study was the text. Below, I elaborated how I composed the text and interpreted it.
1. Text composition
Text or data in this study was obtained from the in-depth interviews. The interviews were being transcribed into verbatim transcript. Then, I tried to capture the shared-events between my participants based on the verbatim transcript. Identifying the shared-events would help me to make the organization easier. Based on the transcript and the shared-events, I composed the narratives.
2. Interpretation
43 CHAPTER IV
DESCRIPTION AND INTERPRETATION
In this chapter texts are gathered, organized, and composed into narratives and then interpreted. I divided this chapter into two major parts: (1) description and (2) interpretation. In the first part, description, I described my participants‟
stories of teaching English at primary level during their initial years of teaching. In the second part, interpretation, I interpreted the stories based on the pre-figured themes and emergent themes.
A.DESCRIPTION
In this section I would describe my participants‟ lived experiences during
their initial years of teaching English at primary level. In order to make the narrative of the participants‟ lived experiences more organized and easier to understand, I divided the story (anecdote) into several parts: (1) participants‟ backgrounds (prologue), (2) their lives after graduation, (3) joining the school where they work now, (4) orientation before teaching, (5) dealing with administrative works for the first time, (6) their first teaching, (7) their meeting with „special‟ kids, (8) reminding and encouraging students to speak English, (9)
44 1. Participants’ backgrounds (prologue)
In this study, I involved two participants, Kiki and Jalu, who both were my juniors when I was in undergraduate program. Kiki Kurniawati or Kiki, my first participant, was a 24 year-old female. She was born on March, 29 1989 in Salatiga. While Jalu or Febriyant Jalu Prakosa, another participant in this study, was a 22 year-old male. Jalu was born on February, 28 1989 in Salatiga. Jalu was the only child in his family, while Kiki was the second daughter in her family. Kiki has a sister who was 8 years older than her.
Both of my participants had not married yet and still lived with their parents. Jalu lived in Salatiga with his parents. However, his father only stayed at home during weekend, since he worked at PT. Kartabina in Kaliwungu, Semarang. During weekdays, Jalu lived with his mother, a home maker who also opened a food stall at home. Likewise, Kiki only lived in Salatiga with her parents because her sister who was a nurse was already married and lived with her husband. Kiki‟s father worked as a PNS (civil servant) at DLLAJR while her mother was a home maker who also made some
