A COMPARATIVE STUDY BETWEEN EXPERIENCED TEACHERS AND

NOVICE TEACHERS

A RESEARCH PROPOSAL

AZIZAH PRATIWI

22013043

DEPARTMENT OF ENGLISH LANGUAGE EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS MUHAMMADIYAH KENDARI

2023
 TABLE OF CONTENTS

TABLE OF CONTENTS......................................................................................................................2

CHAPTER I...................................................................................................................................... 3

INTRODUCTION..............................................................................................................................3

A. Background of the Study.....................................................................................................3

B. Research Question.............................................................................................................. 3

C. Objective of the Study.........................................................................................................3

D. Scope of the Study.............................................................................................................. 4

E. Significance of the Study.....................................................................................................4

F. Definition of Key Terms.......................................................................................................4

CHAPTER II..................................................................................................................................... 5

LITERATURE REVIEW...................................................................................................................... 5

A. Previous study.....................................................................................................................5

B. Theoretical/Conceptual Framework....................................................................................6

CHAPTER III.................................................................................................................................... 7

METHODOLOGY............................................................................................................................. 7

A. Research design.................................................................................................................. 7

B. Participant...........................................................................................................................7

C. Instrument.......................................................................................................................... 7

D. Technique of data collection...............................................................................................8

E. Technique of data Analysis..................................................................................................8

REFERENCES...................................................................................................................................8

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 CHAPTER I

INTRODUCTION

This chapter, background of the study will be elaborated. Research questions, objective of the

study, significance of the study, scope will be also be discussed. Lastly, definition of terms will

conclude the introduction.

A. Background of the Study

Research in comparative studies between expert and beginning teachers has already been

steered by several researchers (Ibrahim, 2014; Graham, 2020; Wu, 2020). The studies

centered on pedagogical content knowledge (Ibrahim, 2014), teaching quality (Graham,

2020), code switching (Wu, 2020), and self-efficacy (Torabzadeh & Hashamdar). However,

there is currently a dearth of studies involving both expert and beginning teachers in

grouping students in classroom.

B. Research Question

As discussed in the background, the research question will be addressed in this study “Is

there a difference in grouping students between expert teachers and novice teachers?”

C. Objective of the Study

The objective of the study is to determine at the differences in grouping students between

experienced teachers and novice teachers.

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D. Scope of the Study

This research will focus on knowing the differences in student grouping between expert

teachers and novice teachers

E. Significance of the Study

The study is expected to benefit the following

1. Students

2. Teachers

3. Researchers

F. Definition of Key Terms

Some key terms used in this study is defined below.

1. Comparative study refers to a research process that involves comparing several nations,

civilizations, or topics. Comparing two or more items with the intention of learning

something about one or all of them is what it is called.

2. An experienced teacher is a person who has performed a specific task or activity, like

teaching, for a considerable amount of time and has accumulated knowledge and

expertise as a result of their extensive experience.

3. A novice teacher is one who has just entered the field of teaching and normally has no

more than three years of experience.

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 CHAPTER II

LITERATURE REVIEW

In this literature review, the researcher provides a theoretical framework and some brief

summaries of previous research that has similarities in this current research

A. Previous study

There are several previous studies conducted to this research. First, research

conducted by Ibrahim (2014). This research is to study the differences in the practice

level of Pedagogical Content Knowledge (PCK) between expert and novice lecturers in

their teaching and learning process based on five components in PCK. The participants of

this study are eight lecturers consisting four expert and four novice teachers at the Faculty

of Science in Universiti Teknologi Malaysia. The data were collected through interviews

and teaching observation. The interviews were audio recorded, while the lesson

observations were conducted using video recording and note taking. The data obtained

were analyzed using the content analysis technique. The results also showed that both

expert and novice science lecturers are masters of knowledge concerning content and

evaluation techniques.

The second research was from Wu (2020). The aim of Wu’s research is to explore

the EFL teachers' and students' attitudes towards using codes witching in their College

English classroom and the differences between novice and experienced teachers when

they were using code switching at their pedagogies activities. 24 EFL teachers and 243

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 undergraduate students were involved in quantitative research, and 4 EFL teachers took

participants in the qualitative analysis. The results showed there is no significant

difference between EFL teachers and students’ attitudes using code switching in the EFL

classroom while, experienced and novice teachers have significantly different between

novice and experienced EFL teachers by MANOVA.

The third was from Ghateolbahr and Samimi (2021). This study was to investigate

the problems of online classroom management and the methods and strategies used by

novice and experienced teachers and to review the most appropriate techniques for

planning and refining effective online and teamwork topics and discussing time and

volume management strategies. The researcher has used a qualitative method and

observing classes and semi-structured interviews used as instruments in this research with

20 English language teachers as participants divided into two groups. The result showed

that the professional development of online education, especially in the field of classroom

management, is well accepted by English teachers. According to the observations of the

classes, they all followed a certain rule, such as class rules, instructions, content

activities, and objectives. This shows that novice teachers, like teachers with experience,

understand the importance of clear expectations as well as how to implement this skill.

B. Theoretical/Conceptual Framework

Self-efficacy deals with people's perceptions of their abilities to successfully complete a

certain course of action (Bandura, 1997).

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 CHAPTER III

METHODOLOGY

The method for this research will discuss in this chapter. It consist of the following components:

research design, subject/participant, technique of data collection and technique of data analysis

A. Research design

A research design is a strategy that describes and details the research procedures to be

used, from the question about the study subject to the data analysis. Based on Moleong

(2005) In qualitative research, which aims to comprehend a phenomenon, descriptive

data is gathered using words or images rather than numbers. Data for qualitative research

is gathered from observations, interviews, or document reviews and is based on natural

events.

B. Participant

Lecturers will take part in the study as participants.

C. Instrument

This study will use interview as an instrument. According to Moleong (2005: 186),

interviewing is a conversation with a specific purpose. The conversation was conducted

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 by two parties, namely the interviewer (who ask the question) and the speaker (who give

the answer to the question).

D. Technique of data collection

In this study the data will collect into one way, structured interview.

E. Technique of data Analysis

Data condensation will use to this study. Data condensation refers to the process of

selecting, simplifying, abstracting and transforming data that approaches the whole part-

from written field notes, interview transcripts, documents, other empirical materials.

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 REFERENCES

Graham L, J (2020), Do teachers’ years of experience make a difference in the quality of teaching?.
Teaching and Teacher Education.
https://www.sciencedirect.com/science/article/pii/S0742051X20313810?via%3Dihub