EFL PRE-SERVICE TEACHERS' PROFESSIONAL IDENTITY … · begin the pre-service teaching programs (Micro Teaching & Program Pengalaman Lapangan/PPL), and become pre-service teachers

i

EFL PRE-SERVICE TEACHERS' PROFESSIONAL IDENTITY

TENSIONS DURING PRE-SERVICE TEACHING PROGRAM

IN SCHOOLS

TITLE PAGE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Yohanes Maria Restu Dian Raharjo

Student Number: 131214083

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNITVERSITY

YOGYAKARTA

2017

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vi

ABSTRACT

Raharjo, Yohanes Maria Restu Dian. (2017). EFL Pre-Service Teachers'

Professional Identity Tensions during Pre-Service Teaching Program in Schools.

Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

People who want to be English teachers mostly enroll to universities which

provide training for English teacher candidates. During their studies, the teacher

candidates will begin to shape their professional identity as a teacher since they

begin the pre-service teaching programs (Micro Teaching & Program Pengalaman

Lapangan/PPL), and become pre-service teachers (PSTs). Due to the difference of

the condition and setting in PPL that cannot be arranged since it is conducted in

school, the researcher predicted that it can cause tensions which are related to

professional identity.

This research aimed to investigate the professional identity tensions which

were felt by ELESP PSTs of Sanata Dharma University during PPL. There were

two research questions addressed in this research, namely (1) "What are

professional identity tensions which are felt by EFL Pre-Service Teachers during

their placement in student teaching experience at school?", and (2) "What are the

coping strategies used by EFL Pre-Service Teachers to overcome the identity

tensions?".

This research was conducted using qualitative inquiry and qualitative survey

research method. The participants of this research were 9 PSTs of ELESP who have

conducted their PPL. The researcher used interview as main data gathering

instrument and close-ended questionnaire as data validating instrument for

interview results. The analysis of interview results was used to answer the research

questions. The result of close-ended questionnaire was that researcher did not do

misinterpretation in presenting valid raw data from interview transcriptions.

Based on the result of analysis, the researcher found that EFL pre-service

teachers of ELESP Sanata Dharma could be indicated to feel and had experiences

which might lead them to 3 types of professional identity tensions, namely (1)

conflict between desired and actual support given to students, (2) changing role

from student to teacher, (3) conflicting conceptions of learning to teach, and three

types of tension related to EFL setting, namely (4) teachers' expectations toward

students' English proficiency, (5) teaching a particular language skill, (6) teachers'

language proficiency. Then, the result also showed that EFL pre-service teachers

preferred to employ problem-focused strategies to overcome the tensions although

emotion-focused was also mentioned. Finally, the researcher also gives the

recommendation for future researchers.

Keywords: pre-service teachers, professional identity, professional identity

tensions, coping strategies


vii

ABSTRAK

Raharjo, Yohanes Maria Restu Dian. (2017). EFL Pre-Service Teachers'

Professional Identity Tensions during Pre-Service Teaching Program in Schools.

Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Orang-orang yang ingin menjadi guru Bahasa Inggris biasanya akan masuk

ke universitas yang memberikan pendidikan bagi calon guru Bahasa Inggris.

Selama masa belajar, para calon guru akan mulai membentuk identitas profesional

sebagai guru sejak mereka mulai melakukan program pengalaman lapangan

(pengajaran mikro dan PPL), dan menjadi seorang guru praktikan. Dikarenakan

adanya perbedaan kondisi dan setting di PPL yang tidak dapat diatur karena

dilaksanakan di sekolah, peneliti memprediksi bahwa hal tersebut dapat

menyebabkan ketegangan (tensi) yang berkaitan dengan identitas profesional.

Penelitian ini bertujuan untuk mempelajari tensi identitas profesional yang

dirasakan oleh guru praktikan Bahasa Inggris dari Universitas Sanata Dharma

selama PPL. Ada dua pertanyaan yang diangkat dalam penelitian ini, yakni (1) “Apa

saja tensi identitas profesional yang dirasakan oleh guru praktikan Bahasa Inggris

selama mendapat pengalaman mengajar di sekolah?”, dan (2) “Apa saja strategi

penanggulangan yang digunakan oleh guru praktikan Bahasa Inggris untuk

mengatasi tensi identitas tersebut?”.

Penelitian ini dilaksanakan menggunakan metode penyelidikan kualitatif

and survei kualitatif. Peserta dari penelitian ini adalah 9 guru praktikan dari PBI

yang sudah melaksanakan PPL mereka. Peneliti melakukan wawancara sebagai

instrumen pengambilan data yang utama dan kuesioner tertutup sebagai instrumen

validasi untuk hasil wawancara. Analisa dari hasil wawancara digunakan untuk

menjawab pertanyaan penelitian. Hasil dari kuesioner tertutup adalah bahwa

peneliti tidak melakukan salah tafsir dalam menyajikan data mentah yang valid dari

transkrip wawancara.

Bahasa Inggris dari PBI Sanata Dhama dapat diindikasikan merasakan dan

memiliki pengalaman yang mungkin membawa mereka ke 3 jenis tensi identitas

profesional, yakni (1) konflik antara dukungan yang ingin diberikan dan yang dapat

diberikan kepada siswa, (2) perubahan peran dari siswa menjadi guru, (3) perbedaan

konsep mengenai pengajaran, dan 3 jenis tensi berkaitan dengan setting EFL, yakni

(4) persepsi guru terhadap kemampuan berbahasa Inggris siswa, (5) mengajar

kemampuan berbahasa tertentu, (6) kemampuan berbahasa guru. Kemudian, hasil

juga menunjukkan bahwa guru praktikan Bahasa Inggris lebih memilih untuk

menggunakan strategi problem-focused untuk mengatasi tensi, meskipun strategi

emotion-focused juga disebutkan. Akhrinya, peneliti juga memberikan

rekomendasi bagi peneliti yang mungkin akan meneliti hal serupa di masa yang

akan datang.

Kata Kunci: pre-service teachers, professional identity, professional identity

tensions, coping strategies


viii

ACKNOWLEDGEMENTS

First of all, I would like to deliver my biggest gratitude to Lord Jesus for all

blessing, health, cleverness, and gift that are given to me so that I can finish my

thesis. I also want to thank Him for giving me such dear and wonderful people

around me who always supported me in doing my thesis. Without His blessing, I

would not be able to finish this thesis.

I thank God for giving me such great parents who always love, educate, and

support me. I would like to send my big gratitude and love to my beloved father,

Yoga Raharjo, my deceased mother, Titik Diani, and my adoptive mother, Paula

Yeni, who always become my life inspiration and motivation to finish this thesis as

I always want to make them proud and happy. I also want to thank my only sibling,

Georgius Arga, and all my big family members who always support me in many

ways.

I would also want to deliver my special gratitude to Yuseva Ariyani

Iswandari, S.Pd., M.Ed. as my great thesis advisor. I would not be able to finish

my thesis alone without her patience, kindness, and passion in guiding me. I thank

her for her kindness to spare time for consultation and reading my thesis, even in

her busy time. I also would like to apologize for often making repeated mistakes

during my thesis writing which took much time. In addition, I do not forget to thank

my other kind lecturers who spare their busy time for helping me in doing my thesis.

I would also send my special gratitude to Pius Nurwidasa Prihatin Ed.D. as my

academic advisor for about four years. He has become a figure of another father in


ix

campus with his kindness, patience, and discipline. I would also thank all lecturers

who have supported and guided me in many ways during my study.

I want to express my big gratitude and love for my special “Team Rangers”,

my “AMT Group” who dared to unconditionally grasp my hands for riding along

with me to face challenges about these past four years, who were always there,

motivated, and supported me in difficult and joyful times. In addition, I do not

forget to express my special gratitude to my colleague, Elizabet Afreilyanti, who

spared her times to discuss with me, support and motivate me, and be my partner

since the main topic of our thesis is similar. I also want to express my gratitude and

respect to my seniors in S2 PBI and KBI who helped me in my thesis writing by

giving advices and reading my thesis.

Finally, I deliver my thanks to my classmates, who always brought positive

energies, and friends from communities who help me with their own ways. I cannot

mention them one by one but I know that they gave much contribution and support

to me. I would like to give all those dear people my biggest gratitude, love, and

respect.

Yohanes Maria Restu Dian Raharjo


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TABLE OF CONTENTS

TITLE PAGE ........................................................................................................... i

APPROVAL PAGES .............................................................................................. ii

STATEMENT OF WORK'S ORIGINALITY ....................................................... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................................ v

ABSTRACT ........................................................................................................... vi

ABSTRAK .............................................................................................................. vii

ACKNOWLEDGEMENTS ................................................................................. viii

TABLE OF CONTENTS ........................................................................................ x

LIST OF TABLES ............................................................................................... xiii

LIST OF APPENDICES ...................................................................................... xiv

CHAPTER I ............................................................................................................ 1

A. Research Background .................................................................................... 1

B. Research Questions ........................................................................................ 4

C. Research Significance .................................................................................... 5

1. ELESP Students ........................................................................................ 5

2. ELESP (Study Program) ........................................................................... 5

3. Future Researchers .................................................................................... 5

D. Definition of Terms ....................................................................................... 6

1. Pre-Service Teachers ................................................................................ 6

2. Pre-Service Teaching Program in School (Program Pengalaman

Lapangan/PPL) ......................................................................................... 6

3. EFL (English as Foreign Language) ......................................................... 7

4. EFL Pre-Service Teachers ........................................................................ 7

5. Identity ...................................................................................................... 7

6. Professional Identity of Teacher ............................................................... 8

7. Professional Identity Tensions of Teacher ................................................ 8


xi

CHAPTER II ........................................................................................................... 9

A. Theoretical Description ................................................................................. 9

1. EFL Pre-Service Teacher's Professional Identity ..................................... 9

2. EFL Pre-Service Teacher's Professional Identity Tension ..................... 13

3. Pre-Service Teacher's Strategy to Overcome Professional Identity

Tensions .................................................................................................. 20

B. Theoretical Framework ................................................................................ 22

CHAPTER III ....................................................................................................... 25

A. Research Methods ........................................................................................ 25

B. Research Setting .......................................................................................... 26

C. Research Participants ................................................................................... 26

D. Instrument and Data Gathering Technique .................................................. 28

E. Data Analysis Technique ............................................................................. 28

CHAPTER IV ....................................................................................................... 31

A. Professional Identity Tensions Felt by EFL Pre-Service Teachers during

Student Teaching Experience at School ...................................................... 32

1. Conflict between Desired and Actual Supports Given to Students ........ 33

2. Changing Role from Student to Teacher ................................................ 38

3. Conflicting Conceptions of Learning to Teach ....................................... 43

4. Teachers' Expectations toward Students' English Proficiency ............... 45

5. Teaching a Particular Language Skill ..................................................... 47

6. Teachers' Language Proficiency ............................................................. 48

B. EFL Pre-Service Teachers' Coping Strategies to Overcome Professional

Identity Tensions ......................................................................................... 50

1. Problem-Focused Coping........................................................................ 51

2. Emotion-Focused Coping ....................................................................... 54

CHAPTER V ......................................................................................................... 57

A. Conclusions ................................................................................................. 57


xii

B. Recommendations........................................................................................ 58

REFERENCES ...................................................................................................... 60


xiii

LIST OF TABLES

Table 3.1. Example of Raw Data Table ................................................................ 29

Table 3.2. Example of Table for Analysis ............................................................ 29

Table 4.1. Types of Tension .................................................................................. 32

Table 4.2. Types of Coping Strategies .................................................................. 50


xiv

LIST OF APPENDICES

Appendix 1. Blue Print of Interview Questions . .................................................. 64

Appendix 2. Interview Questions No.1 ................................................................ 65


Appendix 4. Interview Questions No.3 & No.4 ................................................... 69

Appendix 5. Interview Questions No.5, No.6, & No.7 ........................................ 72


Appendix 7. Interview Questions No.9, No.10, & No.11 .................................... 79

Appendix 8. Interview Questions No.12 & No.13 ............................................... 82

Appendix 9. Interview Questions No.14 & No.15 ............................................... 85

Appendix 10. Coding of Tensions ........................................................................ 88

Appendix 11. Coding of Tensions ....................................................................... 92

Appendix 12. Coding of Tensions ....................................................................... 96

Appendix 13. Coding of Tensions ........................................................................ 98

Appendix 14. The Result of Validating Instrument ........................................... 104


1

CHAPTER I

INTRODUCTION

This chapter consists of four parts. The first part is research background

which discusses about the research concern or rationale and the description of the

topic. The second part is the research questions which is about the formulation of

the problem that will be answered through this research in a form of questions. The

third part is the research significance which identifies about the benefits of this

research for several related parties. The last part is the definition of terms which

explains several key words related to the research.

A. Research Background

Indonesian people who want to become an English teacher usually enroll to

a university which provides training for English teacher candidates. Sanata Dharma

is one of the universities in Indonesia which is known for its English Language

Education Study Program (ELESP). ELESP is dedicated to educate the teacher

candidates who will be an English teacher (Pendidikan Bahasa Inggris, 2012) for

EFL (English for Foreign Language) students, since English is still considered as a

foreign language in Indonesia. According to Verplaetse & Migliacci (2008), EFL

students are "students who are studying English in a country where English is not

the primary language" (Jackson, 2015, p. 20).

The students of ELESP will have theories and practices during their study.

They will study theories of English language (linguistics and literature) to develop

their language mastery, and theories of English teaching to prepare themselves of


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2

becoming English teachers. The students will also have chances to apply those

theories into the practices during Pre-Service Teaching Programs which begin since

the sixth semester. Since doing the pre-service teaching program, the students will

begin to develop their professional identity as teacher. This is in line with Chong,

Low, & Goh (2011) who argued that professional identity begins even before they

enter the teacher preparation programs and continue to evolve as they are

undergoing the teacher preparation programs.

Pre-Service Teaching Programs in ELESP are divided into two phases. The

first phase is Micro Teaching (MT), a course involving student teachers in

supervised class-based teaching practice where they have to teach their classmates

and/or juniors (Fakultas Keguruan dan Ilmu Pendidikan, 2013). The second phase

is "Pre-Service Teaching in School" or Program Pengalaman Lapangan (PPL), the

final program covers the practice of teaching and school administration which takes

place in the school under the supervision of senior teacher (guru pamong) for about

2 or 2,5 months (Fakultas Keguruan dan Ilmu Pendidikan, 2013). Since and during

the process of pre-service teaching program, ELESP students are considered as pre-

service teachers (PSTs). They are college students who do supervised teaching

practices (teaching MT classmates, juniors, or school students) as they are preparing

in becoming a good quality teacher (Mergler & Spooner-Lane, 2012).

MT and PPL have the same purpose which is helping student teachers to

acquire competencies in teaching through teaching practices in classroom situation.

However, there is a big gap between MT and PPL in term of teaching situation.

Based on the experiences of the researcher, MT and PPL have differences in


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classroom setting and condition. The classroom setting and condition during the

teaching practices at MT have the possibility to be arranged. For example, the

students of MT can pretend to be cooperative students when one of their classmates

practice teaching in front of the classroom. This is supported by the statement from

Allen & Ryan (1969) that "in the practice setting of micro teachings, the rituals of

time, students, methods of feedback and supervision, and many other factors can be

manipulated" (as cited in Nutriansi, 2015, p. 12). Meanwhile, the setting and

condition during the teaching practices at PPL have less or even do not have

possibility of being manipulated since it takes place at school where the PSTs will

teach school students whom they have not known before.

The gap between MT and PPL can cause struggles for PSTs during the PPL.

They have to struggle in the process of transition (related to their roles) from being

a student into being a teacher (Pillen, Beijaard, & Brok, 2013), where they will be

demanded to act more as a teacher in PPL. They also have to struggle in matching

their beliefs of teacher as profession with the social, academical, characteristics,

and demands of the school where they do their teaching practices. These struggles

are defined as professional identity tensions by Pillen et al. (2013) because those

struggles happen between the pre-service teachers (as a person and as a

professional) and the unsuitable situations, during the PPL.

The researcher was one of PSTs from ELESP who did the PPL during July

to December 2016. Reflecting on self-experiences during the PPL, the researcher

claimed of experiencing the professional identity tensions. As a PST, the researcher

had to adjust the behaviors from being a student to a teacher. For example, the


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4

researcher had difficulty in behaving as a teacher toward the students since he still

considered himself as a university student. The researcher also found that his beliefs

about teaching were not quite suitable with the students’ conditions. After reflecting

on the self-experiences, the researcher predicted that other PSTs from ELESP who

did PPL at the same period (July – December 2016) might also experiences similar

tensions which were faced by the researcher.

Based on the phenomenon of professional identity tensions in the ELESP

PSTs, the researcher decides to conduct the research about the professional identity

tensions that emerge during the PPL. Through this research, the researcher also

wants to conduct the research regarding to the strategies that are used by the PSTs

to overcome or cope with the tensions. Therefore, this research is also expected to

provide some benefits to the PSTs related to the tensions that they will face in pre-

service teaching program and the way to solve and overcome those tensions.

B. Research Questions

Based on the research background, the researcher will focus on the EFL Pre-

Service Teachers and their experiences during pre-service teaching program in

school (PPL). Therefore, this research will answer these following questions:

1. What are professional identity tensions which are felt by EFL Pre-Service

Teachers during their placement in student teaching experience at school?

2. What are the coping strategies used by EFL Pre-Service Teachers to

overcome the identity tensions?


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5

C. Research Significance

This research is expected to provide benefits for the following parties:

1. ELESP Students

This research will be related to the experiences of ELESP pre-service

teaching program participant (ELESP pre-service teachers). It will discuss about

the professional identity tensions and the strategy to overcome those tensions,

which is taken from the collection of experiences from interviewed pre-service

teachers who have conducted their teaching practice at school during PPL.

Therefore, the ELESP students who will take future PPL can have prior images

about PPL, what tensions they might face, and how to overcome the tensions.

2. ELESP (Study Program)

The result of this research will be taken from discussing the collection of

experience from pre-service teachers who have done their PPL. Considering that

this research is related to a program from study program for its students, the study

program can use the research result as one source of evaluation. Therefore, it is

hoped that this research can help or take part in improving a pre-service teaching

program in school (PPL), which is one of the main teaching preparation programs

in ELESP.

3. Future Researchers

This research will be researching about the phenomena a program called pre-

service teaching program in school (PPL). The dynamics of this program will

always be changing as the change of social, educational demands from lab schools.

Considering those reasons, the researcher hopes that this research can be used as a


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6

reference and to encourage the future researchers to do researches about future pre-

service teachers' professional identity tensions.

D. Definition of Terms

1. Pre-Service Teachers

Pre-service teachers are college students who do supervised teaching

practices in school as they are preparing in becoming a good quality teacher

(Mergler & Spooner-Lane, 2012). Pre-service teachers can be defined also as

college students of teacher training or education program, the program in which

they complete before begin teaching as real teacher (Rahimi, 2015). Therefore, the

pre-service teachers in this study are college students who are conducting their

teaching practices in a teaching preparation class or in a university-partner school.

2. Pre-Service Teaching Program in School (Program Pengalaman

Lapangan/PPL)

Pre-Service Teaching Program in ELESP is divided into two phases; the first

is Micro Teaching, and the second is Pre-Service Teaching Program in School

(PPL/Program Pengalaman Lapangan). PPL is the final program covers the practice

of teaching and school administrating which takes place in the real school under the

supervision of senior teacher (guru pamong) for about 2 or 2,5 months (Fakultas

Keguruan dan Ilmu Pendidikan, 2013). In this research, the discussion of pre-

service teaching program will focus on the PPL, which was being participated by

ELESP pre-service teachers during the odd semester around July to December

2016.


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7

3. EFL (English as Foreign Language)

According to Verplaetse & Migliacci (2008), EFL students are "students

who are studying English in a country where English is not the primary language"

(as cited in Jackson, 2015, p. 20). In line with the statement, the researcher states in

this research that EFL refers to the condition where English is not the primary

language. Further, the research is conducted in Indonesia where English is still

considered as not the primary language.

4. EFL Pre-Service Teachers

Considering that the definition of pre-service teachers and EFL have been

stated above, the researcher defines EFL pre-service teachers as college students of

English Language Teaching department who involved with school-based field

experience in a country where English is not the primary language. In this research,

EFL Pre-Service Teachers refer to ELESP students from batch 2013 who have taken

their Pre-Service Teaching Program in School (PPL) at university-partner schools

during their 7th semester, around July to December 2016.

5. Identity

According to Beijaard, Meijer, & Verloop (2004), “identity is not something

one has, but something that develops during one’s whole life” (p. 107). Further,

Gee (2001) also defines identity as an ongoing process where a person is

recognizing himself in a given context. Therefore, identity can be defined as how a

person views himself, which is on going, during a certain moment based on his

beliefs, behaviors, or roles that he is or has been doing.


8

8

6. Professional Identity of Teacher

Beijaard, Verloop, & Vermunt (2000) defines the professional identity as

how someone see himself based on his profession, which affects his beliefs,

behaviors, and roles toward the profession itself. Further, related to the professional

identity of teacher, Beijaard, Meijer, & Verloop (2004) defines it as the concept or

image of self which determine a teacher in behaving toward his profession. It can

affect on how the teacher develops, teaches, and gives responses toward the

educational conditions (changes and updates).

7. Professional Identity Tensions of Teacher

According to Pillen et al. (2013), professional identity tensions of teacher

are the struggles between the teacher as a person and the teacher as a professional

regarding undesirable situation. In this research, professional identity tensions refer

to the struggles that are faced by ELESP pre-service teachers during pre-service

teaching program in school. Those struggles are related to their practices as a

teacher in school, such as; the struggle in changing the role from a student to a

teacher, the struggle in matching self-beliefs of teacher as profession with the social,

academical, characteristic, and demands of the school.


9

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into two major parts, namely the theoretical

description and the theoretical framework. The theoretical description will present

theories about the EFL pre-service teachers' professional identity, the EFL pre-

service teachers' professional identity tensions, and the EFL pre-service teachers'

strategies to overcome professional identity tensions. Theoretical framework

provides information about why and how those theories are applied in order to

answer the problems of the study.

A. Theoretical Description

This section presents theoretical description from the theories which will be

employed to answer the problems of the study. The first part presents the theories

about professional identity of pre-service teachers (PSTs). The second part presents

the theories about pre-service teacher's professional identity tensions. The last part

presents the theories about the strategies of pre-service teacher to overcome

professional identity tensions.

1. EFL Pre-Service Teacher's Professional Identity

Teacher's professional identity is the way that teachers, both individually

and collectively, view and understand themselves as teachers (Mockler, 2011). It

means that a teacher forms the professional identity from within, such as their

beliefs about teaching and learning (methods, materials), and also from the

influence of the teachers' life environment (outside teacher-self), such as working


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environment (classroom, school, institution), coworkers (senior and junior), and

social environment. This is in line with the idea from Avalos and De Los Rios

(2013) who argue that "motivation and commitment, work demands and

satisfaction, self-efficacy, and perception of society’s views of teachers are key

concepts in how teachers identify themselves as professionals" (as cited in Beltman,

et al., 2015, p. 226). The study from Beijaard, Verloop, & Vermunt (2000) showed

that teachers in their study see themselves as a combination of subject matter

experts, pedagogical experts, and didactical experts. They defined "subject matter"

as dealing with the learning material, "pedagogical" as dealing with how the teacher

understands and engages with students, and "didactical" as dealing with the

planning, execution, and evaluation of learning process. Those study, also

concluded that the teachers express themselves based on how they see themselves

professionally.

The study from Chong, Low, & Goh (2011) argued that a teacher’s

professional identity begins even before they enter the teacher preparation programs

and continue to evolve as they are undergoing the programs. It means that teachers

can have their professional identity began to shape since they were at the pre-service

teacher's stage rather than the teacher's stage. Further, the study of Beltman et al.

(2015) also showed that pre-service teaching program are able to provide supports

and opportunities for pre-service teachers in creating a strong professional identity

as future teachers, as they encounter problems, demands, and various practices in

their placements at school. Pre-service teachers have their professional identity

emerged during or after the process of identity development. This identity


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development process happens during the process of integrating personal

knowledge, beliefs, attitudes, norms, and values on professional demands from

teacher education institutes and schools, including broadly accepted values and

standards about teaching (Beijaard, Meijer, & Verloop, 2004). It means that a pre-

service teacher will have his professional identity shaped and emerged during

and/or after they experienced the teaching practices in school in order to apply their

knowledge, beliefs, attitudes, and norms about being a teacher at school, as well as

meet the demands from university and school.

Pre-service teacher's professional identity is the result of an ongoing identity

development process. The study from Chong, Low, & Goh (2011) mentioned that

professional identity as an ongoing process of interpretation and reinterpretation,

which consists of sub-identities that result from how teachers made sense of

themselves as teachers as they develop professionally. The sub-identities were

related to professional development, school environment, and personal identity.

Professional development reflects social and policy expectation about being

a good teacher. According to the policy, a good teacher will plan and prepare the

material before he teaches the subject, for example. In relation with this, Okoro

(2011) also mentioned that professional teachers are trained, always update in the

subject area (knowledge, skills, attitudes), and know how to impart it toward

students. Meanwhile, school environment is more related to the relationship

between teacher and students. Students might see and respect their teachers as role

models based on the teachers' behaviors and attitudes toward students. Furthermore,

personal identity refers to the influence from outside the school which related to


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expectation and feedback from family and social (friends or colleagues). It is

possible that family has expected and brainstormed the pre-service teacher to be a

teacher for a certain level of students which affected his performances and beliefs.

Pre-service teachers from the EFL setting have their professional identity

shaped in the same way as general pre-service teachers. However, there are several

factors which make EFL pre-service teachers different from pre-service teachers in

general in developing professional identity. Based on the study from Xu (2013)

supported with several other studies, the researcher derives that pre-service

teacher's professional identity development in EFL setting is influenced by personal

beliefs and experiences on learning as a learner. Those beliefs and experiences are

related to the EFL teacher as a language expert, a spiritual guide, and a facilitator.

EFL teachers as language experts means that a teacher must be able to be a

perfect role model for the students in terms of using language as a communication

tool (Xu, 2013). This EFL teachers focus on active skills such as listening and

speaking, while also highlight on the fluency and good pronunciation. EFL

language-expert teachers usually like to give more assignments which involve

speaking practices. Therefore, this kind of EFL teachers see themselves as English

teachers if they can communicate by using English fluently with correct

pronunciation, as well as, be able to make the students to do so. Besides, Xiaoyu &

Xuemei (2013) also argue that the way EFL teachers use their language has strong

influences and outputs toward learners.

Meanwhile, EFL teachers as spiritual guides see themselves as a teacher who

does consider knowledge transfer not as the sole necessity for being a teacher. This


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kind of EFL teachers usually focus on using their knowledge and role as a teacher

to guide students' spirits and motivation in pursuing future (Xu, 2013). They also

believe that teaching and learning should be meaningful (have purpose/goal) and

sensible for the students (Roohani & Darvishi, 2015). Therefore, this kind of

teachers do not only focus on knowledge transfer but also on the students' life

aspects such as students' motivations, spirits, and dreams, and attitude.

On the other hand, EFL facilitator teachers give more focus to their learning

process more on assisting the students in developing language skills (listening,

speaking, reading, and writing). EFL facilitator teachers highlight their students'

development and progress in language learning (Xu, 2013). This kind of EFL

teachers also eager to plan classroom activities and the needed times, and capture

students’ attention in order to be able to help them in learning (Farrell, 2016).

Therefore, this kind of teachers see themselves as English teachers when they

succeed on planning and executing the most effective method for facilitating

successful language learning.

2. EFL Pre-Service Teacher's Professional Identity Tension

The study of pre-service teacher's professional identity tension cannot be

separated from the process of professional identity development. In that process,

pre-service teachers began to interpret and reinterpret how they view themselves as

a professional based on social and policy expectation about being a good teacher,

teacher-students relationship (Chong, Low, & Goh, 2011), and also implement self-

views of teacher as a professional at school as well as meet the demands from

institute and school (Beijaard, Meijer, & Verloop, 2004). At the beginning of


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teaching, pre-service teachers most likely experience the conflicts between the

reality of teacher as a profession and their personal views, beliefs, or desire as

teachers (Beijaard, Meijer, & Verloop, 2004). It means that pre-service teachers

might find that their views, beliefs, and desire as teachers (e.g. beliefs in teaching)

sometimes do not match the reality in their teaching practices. The conflicts during

the process may emerge as tensions which can affect the professional identity of

teachers (Pillen, Beijaard, & Brok, 2013).

Pre-service teachers' professional identity tensions happen when there are

struggles between pre-service teachers (as a person and professional) and the

undesirable situations (Pillen, Beijaard, & Brok, 2013). For example, a pre-service

teacher might have his teaching method refused by his mentor so that he had to

compromise (struggle) in order to meet his mentor expectations as well as keep his

belief. Basically, the identity tensions happen when the realities do not meet the

expectation of self principles or ideologies of the pre-service teachers. It is possible

that the tensions may have effects to the pre-service teachers related to their beliefs,

attitude, or even may cause them to quit teacher education or leave the profession

(Pillen, Beijaard, & Brok, 2013).

As pre-service teachers, they are adapting between potentially conflicting

worlds, where tensions can occur, and the gap between their expectation and reality

can shock them when they actually begin teaching (Friedman, 2004). In EFL

context, the tensions are related to the use of English. In line with this, Pillen et.al

(2013) argued that language can bring professional identity tensions. Besides, the

use of English can be related to language anxiety which might make PSTs to feel


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that they are unable to use language correctly and possibly lead them to tensions.

However, those tensions must not always leave negative traces. It can be said that

having tensions is necessary for an identity development process. Smagorinsky et

al. (2004) emphasized that beginning teachers (pre-service teachers) should be

provoked by tensions to challenge their identities, and allow them to question

themselves and their beliefs. Besides, Beijaard et al. (2004) said in their study that

the tensions cause a growing interest in the professional identity of teachers by

emerging questions such as "who am I as a teacher?" and "what kind of teacher do

I want to become?".

The study from Pillen et al. (2013) have been able to derive three major types

of teachers' professional identity tensions which emerge during the experience of

early teaching and pre-service teaching:

a. The Changing Role from Student to Teacher

The changing role from student to teacher is characterized by three

factors which are related to general roles as a teacher. Those factors are

students, content knowledge, and experience. Based on those factors, this

tension is divided into three sub-tensions.

The first is being confused on how to behave toward students. Pre-

service teachers have difficulties in responding to students and are afraid of

not being taken seriously (Pillen, Beijaard, & Brok, 2013). They usually

confused whether to behave strictly as far as needed or to behave as always

friendly in order to gain respect and get close to students. Further, Pillen et.al

(2012) also mention related to this sub-tension that pre-service teachers may


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think that taking control of the class might also sacrifice their desired

closeness with students which is resulted in making the pre-service teachers

confuse. Therefore, this confusion can lead them to tension.

The next is feeling of lacking knowledge toward subject matter. Pre-

service teachers might think that they are not knowledgeable enough to teach

certain part of subject matter. It is usually signed by the uneasiness shown

from the pre-service teacher when was asked to explain the subject matter in

different way (Pillen, Beijaard, & Brok, 2013) or when pre-service teachers

also have to respect their students' integrity (Pillen et.al, 2012), such as how

to respond properly to critical students who always ask unexpected questions

related to the material. The uneasiness from pre-service teachers' feeling

related to their knowledge toward material could influence them in having

tension.

The last is being less confident caused by the fact of being

inexperience. Pre-service teachers can have tensions because "they felt

insecure because of their age" (as cited in Pillen et al, 2013, p. 35). It is a

common sense that more age means more experiences, although that is not

totally correct. The fact of being inexperience usually can make pre-service

teachers less confident in taking responsibility as a teacher. It can also affect

the performance in doing teaching and administrating tasks as they may

think that they are not or have not been capable for the given tasks.


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b. Conflict between Desired and Actual Supports Given to Students

Conflict between desired and actual support given to students is

related to the want of taking care students which is encountered by

professional restrictions. This conflict occurs when the pre-service teachers

encounter troubled students which actually need support. The trouble from

students can come from students' studies or home environment. The pre-

service teacher might understand the sources of problem, the causes of

student' behavior, or even know the student's background environment.

However, the pre-service teacher might unable to offer a help as it is not

his/her field and main task (professional limitation), or might be able to only

offer help(s) which might not solve the problem thoroughly (such as

listening to the student's problem or story, motivating students, etc.).

Therefore, that situation can frustrate the pre-service teachers as they want

to help but cannot do anything because of their limitation as a teacher, which

result in having tension.

c. Conflicting Conceptions of Learning to Teach

Conflicting conceptions of learning to teach is described as the

conflict between pre-service teachers' perceptions, beliefs, and conceptions

of teaching and those owned by their mentors. This conflict is related to the

process of integrating personal concept of teaching while also meeting the

school's demand, in this case the mentor. Pre-service teachers may find that

his concept in teaching and his mentor are different (Pillen et.al, 2013). They

may also find the feeling that their mentors are directive because some


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mentors might not accept pre-service teachers' teaching concepts and ask

pre-service teachers to follow the mentors' concepts (Pillen et.al, 2013). This

conflict can cause two possible outcomes; whether the pre-service teachers

will adapt or try to make the best of it, or whether the pre-service teachers

will quit and find another school which might accept his/her concepts of

teaching.

EFL pre-service teachers face professional identity tensions similar to pre-

service teachers in general. However, there are several tensions which are only

faced by EFL pre-service teachers. Those tensions are related with the use of foreign

language, in this case the use of English, in teaching practices as a classroom

language. Those related tensions refer to the term called "foreign language anxiety".

According to Young (1999), foreign language anxiety is "worry and negative

emotional reaction aroused when learning or utilizing a second language" (as cited

in Hismanoglu, 2013, p. 930). This foreign language anxiety emerged when the

teachers have stress in using the target (foreign) language, whereas the use of target

language is essential in foreign language classroom as it can help students acquire

the language (Klanrit & Sroinam, 2012).

There are several factors or sources of language anxiety which can lead EFL

pre-service teachers in having tension. Based on studies from Klanrit & Sroinam

(2012) and İpek (2016), there are three factors or sources of ELF teachers' language

anxiety. Those factors can influence whether teachers will use English as classroom

language. They are teachers' language proficiency, students' language proficiency,

and the taught-to-students’ language skill.


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d. Teacher's Language Proficiency

Teachers' language proficiency influences the emerged of foreign

language anxiety in using English as classroom's language. English language

proficiency are listening, speaking, writing, and reading. In relation with

classroom language, the language proficiency refers to speaking proficiency.

Teachers who do not have confident in their English proficiency might use

their first language in teaching more often (Klanrit & Sroinam, 2012).

Besides, EFL teachers also have the possibility in mispronouncing,

misspelling, making grammar mistakes, or even not knowing the meaning

and/or translation of a certain vocabulary which can cause them to feel

anxious and discomfort (İpek, 2016). Therefore, EFL teachers might use

their mother language instead of having difficulty when they feel not

confident with their language proficiency.

e. Teacher's Expectations toward Students' English Proficiency

Teachers' expectations on the students' English proficiency can

influence whether the teachers will use English in teaching process.

Teachers may perceive that the students with poor English proficiency will

be disorganized if English is used as a classroom language (Klanrit &

Sroinam, 2012). Besides, the students with poor English proficiency will

have difficulties in understanding what the teachers are talking about. As a

result, teacher may use the native language to make the students understand,

although teachers may feel unhappy or even guilty when they have to do so

(İpek, 2016). This kind of expectation can cause two possible outcomes;


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whether the teacher will stop using English or keep using English with the

help of native language.

f. Teaching a Particular Language Skill

Teaching a particular language skill can also emerge foreign

language anxiety. The study from İpek (2016) showed that EFL teachers

can feel anxious when they teach particular language skill which covers

listening, speaking, reading, writing, and also grammar. This anxiety is

caused by several factors such as; teachers have not taught the certain skill

before, teachers do not have confident in their language skill, or teachers

perceive that teaching different skills have different difficulties. The study

from İpek (2016) showed that EFL teachers can have anxiety when they

teach any language skills, with grammar as the most anxiety provoking

subject to be taught. Further, the study from Numrich (1996) also revealed

"teaching grammar" as the most anxiety provoking.

3. Pre-Service Teacher's Strategy to Overcome Professional Identity

Tensions

Olsen (2010) states that tensions may open “new kinds of hope and new

challenges” for teachers at the early stage or pre-service stage. Tensions can open

new kinds of hope and new challenges if the pre-service (beginner) teachers are

able to cope with those tensions. Volkmann & Anderson (1998) also said based on

their study, that tensions which were caused a dilemma, for example; "the fact that

the beginning teacher's ideas about teaching differed from the reality", are what

makes a professional teacher if it can be coped.


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The previous studies (Pillen et.al, 2013) have found that pre-service

(beginning) teachers can overcome the tensions during the professional identity

development by using some coping strategies. Coping is an effort that teachers

make to examine and manage their tension (Admiraal, Korthagen, & Wubbles,

2000). The studies from Lazarus and Folkman (1984) distinguished the coping

strategies into two types of behavior; emotion-focused coping behavior and

problem-focused coping behavior. Those two behaviors are distinguished by the

users' way in coping with the tensions.

Emotion-focused coping behavior is influenced by personality factors and is

likely to occur when the users assume that environmental conditions cannot be

modified (Lazarus & Folkman, 1984). This coping behavior helps the user feel

better but does not solve the source of problems or tensions (Galor, 2013), for

example; a less confident English teacher avoids to use English in teaching. The

examples of emotion-focused coping behavior are avoidance tactics, minimization,

distancing, or selective attention (become selective toward situation).

Problem-focused coping behavior is more dependent on the context and

related to problem-solving strategies (Lazarus & Folkman, 1984). The user of this

coping behavior usually takes actions to solve the problems. The examples of

coping behavior are planning or preventive actions, active coping (actions to solve

problem), and sharing tensions. Sharing tensions is the most effective problem-

focused coping behavior action which is usually done by pre-service teachers.

Sharing tensions with others seems important in order to make student teachers

aware of the difficult situations they may encounter (Ehrich, Kimber, & Millwater,


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2011). By sharing tensions, beginning teachers may define their problem, speak to

significant others or search for alternative solutions, then take action (Admiraal

et.al, 2000), for example; a teacher who has difficulty to deal with his students ask

tips and suggestions from his colleague.

B. Theoretical Framework

After discussing the theoretical description, the researcher synthesizes those

theories from theoretical description in the theoretical framework. This theoretical

framework explains why the researcher chooses the theories, the relation of the

theories with the research questions, and how the theories will help the researcher

in answering the problem of the research.

In the first part of theoretical description, the researcher does not directly

discuss the professional identity tensions of pre-service teachers. Instead, the

researcher begins the discussion by employing the theories of teacher's professional

identity from Mockler (2011), Beltman et al. (2015), Beijaard et al. (2004), Beijaard

et al. (2000), Chong et al. (2011), and theory of professional identity of ELF teacher

based on the study from Xu, (2013), Xiaoyu & Xuemei, (2013), Roohani &

Darvishi (2015), and Farrell (2016). Those theories are implied in order to give the

background knowledge of "what professional identity of teacher is" before

discussing "what professional identity tension of teacher is". Before talking about

teachers' professional identity tension, the researcher perceives that knowing how

teachers' professional identity is shaped and defined is very important as the part of

the study. Based on the discussion, it is found that teacher's professional identity is

developed and shaped since the teachers are pre-service teachers.


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It the second part of theoretical description, the researcher begins the

discussion of pre-service teachers' professional identity tensions. The researcher

employs several theories from Beijaard et al. (2004), Pillen et al. (2013), Friedman

(2004), Smagorinsky et al. (2004) to discuss how professional identity tensions

emerge at the pre-service teachers. Then, the researcher refers to the three major

types of tensions derived from Pillen et al. (2013) in order to answer the first

research questions. Those types of tension will be used as the main framework in

researching the tensions which EFL pre-service teachers of ELESP Sanata Dharma

faced during their pre-service teaching program around the period of July to

December 2016.

Considering that the research will focus on EFL pre-service teachers, the

researcher also employs several theories related to the professional identity tensions

which faced by only EFL pre-service teachers. The tensions are related to the

foreign language anxiety in using English as the classroom language. In order to

discuss those EFL-specific tensions, the researcher employs the theories from

Young (1999), Klanrit & Sroinam (2012), and İpek (2016) to discuss foreign

language anxiety and the factors which cause EFL teachers have foreign language

anxiety during their teaching performances. These theories will also be used to

answer the first research question of this research.

In the last part of theoretical description, the researcher employs several

theories related to the strategy that might be used by pre-service teachers in

overcoming the professional identity tensions. The researcher refers to the theory

from Lazarus & Folkman (1984) about coping strategies. These theories will be


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used to answer the second research question. By referring to the Lazarus & Folkman

(1984) theories, the researcher wants to see; how the EFL pre-service teachers of

ELESP Sanata Dharma overcome their professional identity tensions during pre-

service teaching program, whether their strategies to overcome the tensions are

emotion-focused coping or problem-focused coping, and which one is more

occurred and has more impacts.


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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the method of research and analysis. This chapter

consists of five major parts, namely research methods, research setting, research

participants, instrument and data gathering technique, and data analysis technique.

A. Research Methods

In this research, the researcher employs the qualitative inquiry as the method

because the researcher seeks to interpret the pre-service teachers’ (PSTs)

experiences during pre-service teaching program (PPL) based on PSTs’ stories.

Qualitative inquiry seeks to understand and interpret human and social behavior as

it is lived by participants in a particular social setting (Ary, Jacobs, Sorensen, &

Razavieh, 2010). Therefore, this method is used by the researcher to interpret the

stories from PSTs about PPL, that would be gathered through interview.

The researcher also employs a qualitative survey research method in this

research. In a survey research, the researcher can ask about people's beliefs,

opinions, characteristics, and behaviors (Ary, Jacobs, Sorensen, & Razavieh, 2010).

Further, the survey research in qualitative also aims to determine diversity or

meaningful variation within a certain population (Jansen, 2010). In this case, the

meaningful variation refers to the PSTs’ professional identity tensions and coping

strategies. Meanwhile, the population refers to the PSTs in pre-service teaching

program in schools (PPL). Therefore, this method is considered suitable by

researcher since the researcher also wants to determine the types of professional


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identity tensions and coping strategies which are mentioned by PSTs in their stories

about PPL.

B. Research Setting

The scope of this research focuses on studying the pre-service teachers of

ELESP who took pre-service teaching program during the odd semester of

2016/2017 academic year, specifically during July - December 2016. The

researcher conducted the research after the end of that pre-service teaching

program. The researcher was gathering the data since the middle of January 2017.

C. Research Participants

The research participants refer to the population. According to Ary et al.

(2010), population is a specific group of individuals who are related to the findings

of the research. Considering that the finding of this research is related with EFL

pre-service teacher, the researcher defines ELESP pre-service teachers, who were

taking pre-service teaching program during July - December 2016, as the

population of the study.

Based on the data that the researcher gets from ELESP, there are about to 58

EFL pre-service teachers who took their PPL during the period of July – December

2016. Since the research methods are qualitative inquiry, which focuses on the

depth and the extend of the sought information (Ary et al, 2010), and qualitative

survey, which focuses on establishing meaningful variation or diversity rather than

number of people (Jansen, 2010), the researcher decides to do sampling in order to

select several participants from the total population.


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The researcher decides to do a purposive sampling. This sampling is used in

qualitative studies because it does not have general rules about the number of

participants since the focus is on the depth and extend of the information (Ary et

al., 2010). Further, the purposive sampling can also be used to select sample which

can represent the diversity under the studies phenomena (Jansen, 2010). In this case,

the diversity refers to types of tensions and types of strategies, while, the

phenomena refer to professional identity tensions and coping strategies of ELESP

PSTs.

The researcher also defined several criteria for doing the purposive

sampling. First, the participants are pre-service teachers of ELESP who have

conducted their PPL during period of July - December 2016. Second, the

participants are ELESP PSTs who have also done their PPL, directly after they did

their teaching practices in Micro Teaching at the semester before taking PPL, in this

case during the February - May 2016. Third, the participants are researcher’s

colleagues from ELESP who are considered to be cooperative in sharing the

experiences during PPL. Based on those three criteria, the researcher selects 9

participants from the population. The researcher takes small number from the

population because number of participants is not the main concern in qualitative

studies (Ary et al., 2010). Besides, small sample is sufficient in qualitative survey

since it is considered to be able to represent the diversity of the phenomena (Jansen,

2010).


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D. Instrument and Data Gathering Technique

The researcher uses a personal interview as the main instrument in order to

gather the data for this research. The first reason is because interview is the most

effective technique to dig information about someone's experiences. According to

Ary et al. (2010), the interview “is used to gather data from people about opinions,

beliefs, and feelings about situation in their own word” (p. 438). Besides, doing an

interview can also help the researcher to understand and make meaning from

people’s experience (Ary et al., 2010). The other reason is because the researcher

avoids giving printed open-ended questionnaire and asking participants to fill it.

The researcher found from the past experiences that it was quite difficult to get rich

data or responses from participants by using open-ended questionnaire, which made

the researcher prefers to the interview. In line with this, Babbie (1973) stated that

interview will typically attain higher response than mail (printed instrument) when

it is properly designed and executed. Therefore, the researcher uses interview

because the data gathering deals with people experiences and the researcher wants

to have rich data or responses from participants. The researcher does the interview,

which Ary et al. (2010) suggested, by doing the interview in face to face setting and

using the recording to memorized the taken data from the interview.

E. Data Analysis Technique

The researcher analyses the data for the research findings from the

interviews in form of recordings and some notes. According to Ary et al. (2010),

analyzing the data in qualitative research is time consuming because the researcher

faces massive amounts of information from the instruments (e.g. audio recordings,


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field notes, etc.), which must be examined and interpreted. However, Creswell

(2007) claims that "analyzing qualitative data can appear overwhelming but

becomes manageable when broken down into key stages" (as cited in Ary et al.,

2010, p. 481). Therefore, the researcher decides to divide or break down the process

of analyzing the data from recordings into several stages so that it can be

manageable. The researcher adopts the qualitative data analysis from Ary et al.

(2010). These are the detail of the steps:

1. Familiarizing and Organizing

In this step, the researcher transcribes the audio recordings from of

the interview results into form of notes. After transcribing is done, the

researcher will familiarize the raw data from the transcription by putting it

into tables.

Table 3.1. Example of Raw Data Table

Pre-Service Teachers Question number 1

PST 1 (answer for question number 1)

PST 2 (answer for question number 1)

2. Coding and Reducing

In this step, the researcher begins to specify the raw data from the

tables into more specific range. Then, the researcher summarizes from the

transcriptions and take the data which are needed to answer the research

questions.

Table 3.2. Example of Table for Analysis

Pre-Service Teachers Tensions Strategy


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3. Interpreting and Representing

In this step, the researcher interprets the data by explaining and

elaborating those data with the theories. After that, the researcher represents

the data by using figures. The researcher quotes from several chosen

transcribed raw data, and then give explanation related.

Besides analyzing the data, the researcher also does data validation. The

researcher does two ways of validation. First, the researcher asks validation from

two external reviewers. The reviewers are a lecturer and a student from ELESP. In

this case, the lecturer also conducted a study about pre-service teachers' identity.

Meanwhile, the ELESP student also conducted a research in the similar topic related

to professional identity of pre-service teachers. the reviewers are considered having

deep understanding of the research topic that led to objective reviews of validation

process. Second, the researcher also distributes close-ended questionnaire, made

from related theory and several statements from interview results, to the same

participants that the researcher interviews. The role of the close-ended

questionnaire here is for validating or confirming the participant’ answers from the

interview rather than as an instrument, although the researcher refers it as validating

instrument. The focus of the close-ended questionnaire is at the professional

identity tensions only. The results of the close-ended are used to validate the raw

data from transcription which are presented on appendices


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CHAPTER IV

RESEARCH RESULT AND DISCUSSION

This chapter presented the findings of the research and the discussion. To

elaborate this part, the researcher obtained the data by conducting interviews to 9

pre-service teachers of English Language Education Study Program (ELESP)

Sanata Dharma University. The results of interviews were used to answer the

research questions in this research. Further, the researcher also distributed close-

ended questionnaire to the same 9 interviewees for data validation purpose of the

interview results. The result was that researcher did not do misinterpretation in

presenting valid raw data from interview transcriptions, since the transcriptions

were found to be valid after being cross checked with the results of close-ended

questionnaire.

The researcher also asked two external reviewers to review and validate the

data. The reviewers were a lecturer and a student from ELESP. In this case, the

lecturer also conducted a study about pre-service teachers' identity. Meanwhile, the

ELESP student also conducted a research in the similar topic related to professional

identity of pre-service teachers. Therefore, the reviewers were considered having

deep understanding of the research topic that led to objective reviews of validation

process.


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A. Professional Identity Tensions Felt by EFL Pre-Service Teachers

during Student Teaching Experience at School

Based on the analysis of interview results, it could be concluded that pre-

service teachers (PSTs) who participated in this research could be indicated of

encountering three types of professional identity tensions. Those were (1) the

changing role from student to teacher, (2) conflict between the desired and actual

support given to students, and (3) conflicting conception of learning to teach.

Meanwhile, there were also the three factors which might lead PSTs to tension in

their setting as an English as Foreign Language (EFL) teacher, which was about

language anxiety. Those tensions were related to (4) teachers' language proficiency,

(5) teachers' expectation toward students' English proficiency, and (6) teaching a

particular language skill.

Table 4.1. Types of Tension

Types of Tension How many

time

mentioned

The changing role from student to teacher 7

- Feeling of lacking knowledge toward subject matter (3)

- Being less confident because of being inexperience (2)

- Being confuse on how to behave toward students (2)

Conflict between desired and actual support given to

students

9

- Helping student(s) who is in problem(s) but not solving

thoroughly

(6)

- Wanting to help student(s) who is in problem(s) but could not

do

(3)

Conflicting conceptions of learning to teach 5

(Tensions related to language anxiety)

Teachers' language proficiency 2


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Types of Tension How many

time

mentioned

Teachers' expectation toward students' English proficiency 6

Teaching a particular language skill 4

The number of tensions presented on Table 4.1. was taken from the analysis

of 9 PSTs' interview results. Based on the data in the table, it could be concluded

that a PST could experience more than one tension during the student teaching

experience. It was also concluded that the most occurred tension was "conflict

between desired and actual support given to students". Meanwhile, the most

mentioned factor which might lead PSTs to tension in their setting as an EFL

teacher is "teachers' perception toward students' English proficiency". The

discussion of each tension would be presented from the most occurred tensions as

follows.

1. Conflict between Desired and Actual Supports Given to Students

The tension "conflict between desired and actual support given to students

was indicated by PSTs' experience who found that the student(s) had problem(s).

The students' problems might be related to their learning process or their whole

educational process. As teachers, PSTs usually wanted to help students in

overcoming the problems. Sometimes, PSTs also knew or was aware of the

background of students' problems. However, PSTs also have their own limitation

which lessened their capacity to help the students (Pillen, Beijaard, & Brok, 2013).

As the result, PSTs could only offer help which might be limited or even could not

offer help at all. Therefore, this condition could lead PSTs to tension because they


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wanted to help the in-problem students by offering limited help or could not do

anything about it.

The experiences which led to this tension were mentioned mostly by the

PSTs. Although the number of the experiences being mentioned was as same as the

number of PSTs, not all PSTs claimed of having the experiences (see Appendix 5

Question Number 5/ QN.5). Besides, several PSTs also mentioned more than one

experiences. There were 6 out of 9 mentioned experiences which made PSTs

decided to offer their helps for in-problem students although their help could not

solve the problem thoroughly. Further, the researcher would like to discuss several

examples related to those experiences.

Based on the analysis, PST 2 and PST 4 could be indicated of having similar

experiences which might lead them to this tension. They had to deal with in-

problem students and they decided to offer their help to students although the help

could not solve the problem thoroughly. The students in both PSTs' experiences

were mentioned to be misbehaved because they desired for acknowledgement.

Those students needed others to appreciate their existence.

PST 2: "…I observed students' character through learning process (QN.2).

Most of my students become delinquent because of broken home or family

factor. I concluded that most of them have less care and affection. So, what

I needed was to involve students more in a sense that 'I am involved here'

(QN.5). I helped them to be more wanting to involve in the learning process

again. At least, they have desire to learn, especially English (QN.7)."

There were some differences between their similar experiences. PST 2

mentioned that the causes of her students' misbehavior was family factor or

problem. She also mentioned of doing observation which resulted in her claim about


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students' misbehavior causes. PST 2 could also be indicated of encountering more

than one misbehaved student who desired for acknowledgement.

PST 4: "First student (A), he always sought attention… He sang and ran in

the classroom and shouted loudly because he might have less attention, even

at the monthly term… I personally was unable to handle him even until the

last meeting of teaching as a pre-service teacher (QN.5) …However, I tried

to get close to him. I always motivated him… It worked. Actually, he is smart

and able to pass the test (QN.7)."

Meanwhile, PST 4 mentioned that she only encountered one misbehaved

student who desired for acknowledgement. PST 4 also mentioned that her student

sought attention possibly because he had less attention. Further, PST 4 could be

indicated of having difficult times in dealing with the student as she claimed of

being unable to handle the students until her last meeting of teaching.

It could be concluded that both PSTs were able to handle and overcome this

tension. PST 2 could analyze the sources of problems, recognize the students' need

for acknowledgement, and take actions toward problems based on the need.

Meanwhile, PST 4 could motivate the student to pass the test through personal

approach although was not able to make the student stop seeking attention. Those

experience, which might lead them to tension, did not disturb their responsibility as

teachers in giving support to their students.

PST 3: "One day, my mentor asked me to give an ice-breaking…I brought

students to the schoolyard for doing some sort of sharing…I found that there

were students who do not like English, also students who do not like English

because do not like the teacher…It turned out that it was not me (PST 3).

Who they do not like was my mentor…However, most of the students only

did not like and did not have problem with the teacher. There was only 1

student who had problem with the teacher, and it was a quite difficult

problem (QN.5). …I gave my advice to students during that ice-breaking…I

also gave them several tips, such as; if they did not like the teacher, they

must keep study the subject which the teacher taught. I also shared to them

that when someone becoming a teacher, he/she must have many things to be


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thinking about. I also tried to motivate and change their mindset so that they

will not dislike their teacher (QN.7)."

Different from PST 2 and 4, PST 3 mentioned that she encountered students

who did not like English because they did not like the teacher. She might find it

depressing although she claimed to be relieved after finding out who her students

did not like was her mentor. However, she found out that only one student who had

problem with her mentor. Meanwhile, other students only did not like her mentor.

It was possible that this experience led her to tension related to her responsibility

and support toward students. She might guarantee that they would at least do not

hate English lesson because they did not dislike their momentary teacher (PST 3)

at that time. However, there might be risked possibility which could be occurred

after PST 3 finished her teaching. Therefore, she decided to offer her help to

students by trying to change students' mindset, give tips related to "dealing with

lesson and teacher", and also share the difficulties of being a teacher from her point

of view as a PST.

PST 9: "I also had an experience of supervising a mid-term exam. In this

class, I was supervising with a teacher. At that time, the teacher who

supervised with me went outside for quite a long time. I was sitting on the

back of classroom while watched students' movements. There was a student

who wanted to cheat. I warned him politely…However, he mimicked my

words. After that, I moved to the front of classroom. I saw a student whose

movements showed that he wanted to cheat. I was infuriated because he

openly gave his answer sheet to his friend in front of me. I yelled at him using

English and asked him to give his answer sheet to me (QN.5, QN.6, &

QN.7)."

Another example came from PST 9. She mentioned several experiences of

encountering students who cheated during the mid-term exam. Cheating itself was

usually indicated with dishonesty. Meanwhile, a teacher usually wanted to nurture


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37

honesty to the students as it was influenced by being-honest which is one of

teacher's personal attributes (Okoro, 2011). Therefore, it could be seen from her

experience that PST 9 did not want her students to be dishonest persons by

forbidding them to cheat during the mid-term exam. The action from PST 9 might

only help students partially change from being a dishonest person to an honest

person. PST 9 might also be aware that she could not change the students who

cheated into completely honest persons. However, she might also hope that those

students would change after their encounter. Those possible thought and hope were

things that might provoke her experience and also helped her to overcome the

tension.

After discussing several experiences which resulted in PSTs offered their

limited help to students, the further discussion would be about another result from

this tension. As it had been mentioned, this tension could lead PSTs to unable to

offer their help. Besides, PSTs also had their own limitation since they were not

real teachers and had less authority toward students.

PST 6: "I also encountered that there were 20 students be punished and

advised (yelled). The story was that there were 2 students fighting but then

other students provoked those two to do more fighting. As the result, they

were punished and advised (yelled) in the hall besides my PPL's room so

that my colleagues and I could hear directly what happened (QN.5). …My

PPL colleagues and I only watched them from a far because we were afraid

that we would disturb them or offended the teacher, if we came closer. I was

a pre-service teacher who looked for experience. If my past experience was

yelled by teacher, now I saw teacher yelled (QN.6)."

One example came from the experience of PST 6. From PST 6's experience,

it could be deduced that he understood the feeling of the students who was being

advised (yelled). PST 6 mentioned that he had an experience of being yelled by his


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teacher. It was possible that his past experience provoked him to be curious about

what was happening coincidently beside his PPL's room (basecamp). He also

mentioned the cause of the students got yelled which meant that PST 6 might have

sympathy toward the students who got yelled. This sympathy toward students was

possibly a factor which provoked him to find out the cause of students got yelled.

However, he realized and knew that only the real teachers who have right to give

advices, yell, or punish their students. His realization might lead him to tension as

he understood those students' feeling during being yelled but could only watch

because of having limitation and less authority to intervene. Besides, PST 6 might

have different views on how to give advice for students in similar case

besides/without yelling. Further, PST 6 also wanted to respect the teacher who was

doing his role in giving advices (yelling) to his students.

2. Changing Role from Student to Teacher

Tension of "changing role from student to teacher" was categorized into

three sub-tensions; being confused on how to behave toward students, feeling of

lacking knowledge toward subject matter, and being less confident because of being

inexperience. Based on the analysis result, the sub-tension which mostly occurred

was feeling of lacking knowledge toward subject matter (see also Table 4.1). Each

sub-tension would be discussed as followed.

Firstly, the discussion would be about sub-tensions "feeling of lacking

knowledge". This sub-tension is signed by teachers' uneasiness when they are asked

to explain subject matter or when they think that they are not knowledgeable enough

to teach a certain subject (Pillen, et al, 2013). In short, this sub-tension was related


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39

to PST's content knowledge. From the 9 PSTs, 3 of them revealed that they have

experienced the feeling of lacking knowledge during their teaching experiences.

Further, the causes of this tension varied from one pre-service teachers to another,

such as; thought about oneself of being lack of knowledge and unexpected questions

from students during the learning process.

PST 1: "…I once had an experience of having problem in a meeting. In that

meeting, there was a student who asked about the translation of a

vocabulary for reading a clock. I really did not know what the translation is

(QN.3). …That experience made me feel down because I did not know that

things which supposed to be simple (QN.4)."

One example came from PST 1's experience. PST 1 could be considered

experiencing tension "feeling of lacking knowledge" because she thought herself of

being lack of knowledge. She admitted that the she felt down because she did not

know about what her student asked is. She might think that she was not good enough

as teacher.

PST 2: "…I even felt that way even until now. I felt that my knowledge is

still not enough. Moreover, there were also many unexpected questions from

students (QN.3)."

Similar to PST 1, PST 2 also felt that her knowledge was still not enough.

However, her tension could also get influence from students' factor which were the

unexpected questions from students. Those questions had potential to influence

PST's tension in content knowledge. According to Clark & Starr (1991), teachers

will occasionally be asked questions which might they cannot answer, and they way

teachers handling those questions could affect students' view about their teachers.

As a result, teachers might be considered unprofessional by the students when they

could not answer unexpected questions from the students. Besides, "having a good


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40

working knowledge of the subject and the ability to impart it to the students" (as

cited in Okoro, 2011, p. 108) is one of teacher's professional attribute. However,

experiencing those kinds of tensions were actually beneficial for PSTs. PSTs could

know what to improve and anticipate for the learning process, and how to solve the

problems which might occur.

The next part would discuss about sub-tension "being less confident because

of being inexperienced". Pre-service teachers can have tensions because "they felt

insecure because of their age" (As cited in Pillen et al, 2013, p. 35). Most of pre-

service teachers might see themselves as inexperienced because of their age. This

feeling of inexperienced could affect their performance in taking responsibility as

teachers. This tension rarely occurred among the PSTs in this study. Out of 9, only

two persons mentioned experience related to this tension.

PST 8: "I saw myself as a teacher who was not really capable enough. I saw

many differences between what I experienced in University and in real

school. Therefore, I felt that I still had many weaknesses as teacher. My

expectations between what I had from micro teaching and LPD, and etc.,

were different with what I found in the real field (school). …I felt big gap

between professional teachers and us who were still learning through PPL

(QN.1)."

PST 8 could be indicated of experiencing this tension because he felt that he

was lack of experience as a teacher. PST 8 claimed that what he had learned and

practiced in university turned out to be really different with what existed in the real

school. Similar to PST 8 experience, the study from Erten (2015) mentioned that

English pre-service teachers had difficulties in linking theory (what has been taught

about how to teach foreign language) and practice (what happens in real classes).


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41

Besides, PST 8 also admitted that he still had many weaknesses and had not been

capable enough as a teacher.

PST 1: "For my problem during PPL, I felt tension from my PPL colleague.

She is a very diligent person. I was always left behind her for the matter of

diligence. In my mentor's view, I was also behind her. That tension made me

quite down, when I had to do task or something (QN.14) …my main problem

was the difficulty of catching my colleague in finishing tasks outside

teaching, such as administration (QN.15)."

Meanwhile, PST 1 could also be indicated of having this tension although

she had it through different experience. In her experience, being less confident

because of being inexperienced might be the factor which affect her tensed feeling

while she performed the administrative task. PST 1 mentioned that she felt tensed

because she was always left behind by her colleague in the matter of diligence. Her

colleague always finished her administrative task faster. She felt left-behind

because she had difficulty in catching her colleague pace which resulted on having

this tension. However, experiencing those tensions could give positive effects for

PSTs such as. It could make PSTs become more prepared before entering the

teacher's working world by finding out that being a teacher needs more than just

practices, and that a teacher also had to be capable in performing administrative

tasks. Further, Erten (2015) also argued that imposing PSTs with challenges (e.g.

administrative tasks, difficulties in linking theory and practice) was worthy in order

to prepare them for the teacher profession in the real life.

The last sub-tension was being confused on how to behave toward student.

Pre-service teachers are usually confused whether to behave strictly as far as needed

or to behave as always friendly in order to gain respect and get close to students

(Pillen, Beijaard, & Brok, 2013). They might also think that taking control the


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classroom can sacrifice their closeness with the students (Pillen, Beijaard, & Brok,

2012). This tension was also rarely occurred among the interviewed PSTs. There

were 2 out of 9 who mentioned the experiences which might lead to this tension.

PST 6: "Honestly, I was still not really confident in facing students. I still

confused and was nervous, especially related to way of teaching. I still had

less confident for teaching and dealing with students when they

misbehaved." (QN.1) "Inside the class, I behaved as how teacher should be.

So I had to have prestige but still respected students. Outside the classroom,

I more liked to be called as kak than pak. I tried more on being students'

friend outside the classroom." (QN.2)

The experience of PST 6, for example, could be indicated as one which could

lead to sub-tension "being confused on how to behave toward student". PST 6 stated

that he had difficulty in dealing with students, especially when the students

misbehaved. He also did a change of role inside and outside classroom which was

possibly caused by his less confident in facing students. This change of role might

also occur because PST 6 did not want to lose his closeness with the students.

Further, the result was PST 6 felt more comfortable to be considered as a brother

rather than a teacher by his students.

PST 3: "I also ever encountered a smart student who has high expectation

toward the teacher. He was always active and asked many critical questions.

He even often did not give chance for his friends to answer the questions

from teacher (QN.5). To face that problem, I gave him a challenge in form

of more difficult questions and also asked him to give chance to his friends

(QN.7)."

Another example came from PST 3. She mentioned the experience of

encountering a student who has high expectation toward the teacher. This student

was smart, active, and critical but often did not give room for his friends to be active.

It could be seen that PST 3 might have difficulty in controlling the learning process

when she had to deal with this student. She might be confused on whether to behave


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strictly to control this student so that his friends also got chance to be active or to

behave friendly to gain his respect. However, it seemed PST 3 was able to overcome

the tension by finding out the student's need for challenge. In conclusion, by having

experiences which led to this sub-tension, PSTs could practice and learn on how to

behave properly as a teacher in front of the students.

3. Conflicting Conceptions of Learning to Teach

During their teaching practice at school, pre-service teachers were

integrating their knowledge, concepts, beliefs, and perceptions related to teaching

in the real school (Pillen, Beijaard, & Brok, 2013). It occasionally happened that

pre-service teachers and their mentors would have different views related to those

aspects of teaching. This differences could lead PST to tension because they had to

fulfill what was demanded although it did not always match their views. This

tension could lead into two possible outcomes. PSTs might succeed in dealing with

the tension being adaptive toward the difference. In contrary, PSTs might not

succeed thus made them quitted and looked for another practice school which might

accept their views.

From 9 interviewees, 6 interviewees were indicated of having this tension

because they claimed that they had different views of teaching with the mentor.

Some of them also mentioned that the mentors were quite directive because of

giving limitation toward their beliefs and actions. However, all PSTs that had been

interviewed were seen to be able to cope with this tension.

PST 2: "I ever tried to bring a new style in learning process such as using

games and video. Those things were accepted but it was not easy to change

the habit which already exists for long. As the result, my mentor asked me

to explain, give test items, and etc. What I wanted was learning process that


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not only focused on worksheet because I wanted it to be fun. However, my

mentor was not really pleased because maybe it has become a tradition and

can cause a gap when the students return to their real teacher after I finish

my PPL (QN.9)."

The experience of PST 2 indicated that she felt the tension because she had

different views of teaching with her mentor. What PST 2 wanted for teaching

process was different with what her mentor wanted, although there was no

indication that her mentor was directive toward her teaching. The style that PST 2

brought in her teaching practice at school was also accepted by her mentor although

the mentor was not really pleased about it. PST 2 was well aware that changing a

habit or tradition would be difficult. In line with this, Covey (1990) also argued that

changing habit can be sometimes a painful process because it has to be motivated

and pushed by higher purpose and willingness. However, PST 2 did not respond to

her experience negatively. Instead, she thought the possible reasons for it. She even

made efforts to realize what her mentor hoped by observing her mentor's attitude

and teaching, and also talking with him (See Appendix 5). Therefore, the different

views in this case were about the teaching method.

Similar to PST 2, PST 5 and 8 also could be indicated of experiencing the

same tension. Both PSTs' teaching method was not accepted at by their mentors

(See Appendix 7). However, each PST gave different response toward the tension.

PST 2 gradually changed his method to match the mentor's expectation. Meanwhile,

PST 5 did negotiation with her mentor related to her teaching method.

PST 3: "Under that supervision, I did not learn a lot about lesson plan, etc.

I just followed what my mentor said because she already had plan and

decisions. Even, the topic must be decided by her. I ever made many plans

but those were rejected. My mentor rarely talked with me. She often went


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missing at school times (QN.8). My mentor decided everything, even the

theme and topics (QN.9)."

Unlike previous PSTs, PST 3 had different views of teaching concept with

her mentor in term of teaching planning rather than teaching method. Smagorinsky

et al. (2004) mentioned that mentors in school and university often did not have the

same belief. University might expect that the student teachers would practice their

teaching from planning phase up to executing phase which was sometimes possibly

in contrary with the mentors' perspective about student teachers' field practice. It

could be indicated that PST 3's experience led her to tension because her teaching

concept was not accepted even before she had chance to execute it. Her mentor

could also be categorized as directive because she decided everything related to the

learning process. Further, it was also possible that less-communication between

PST 5 and the mentor (See Appendix 6) also influenced the tension because she

would have less chance to discuss about related to teaching concept with the mentor.

After discussing three major types of tension, the following discussion

would be about three factors which might lead the PSTs to tensions in their setting

as an EFL teacher. The discussion of each factor would be presented as follows.

4. Teachers' Expectations toward Students' English Proficiency

This EFL setting factor was related to previous tensions of "conflict between

desired and actual support given to students" and sub tension of changing role from

student to teacher "being confused on how to behave on student". Pre-service

teachers had possibility of encountering students with poor English proficiency

which caused them to hesitate in using English as classroom language (Klanrit &


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Sroinam, 2012). They would be confused whether to be tough toward students by

always using English, which was actually part of support that they should give.

Based the interview results, it was found that most pre-service teachers

perceived that their students had problems in English proficiency. There were 6

PSTs who mentioned the experiences which could be indicated of claiming this

perception. This perception apparently led them to tension whether to use English

as classroom language or not. Two examples would be discussed as follows.

PST 7: "Between the points of 1 until 10, I was 3 in using English as

classroom language (QN.12). Students' conditions made me rarely used

English as classroom language. In the school where I did my PPL, an SMK,

almost students came from remote or left-behind area of West Indonesia.

Their level of English was as same as elementary school students. Therefore,

if I had to teach them using full-English, they might sleeping. They even slept

when I taught them using Indonesia. I ever tried using full-English at the

first two weeks of teaching in PPL. However, I found that the result was not

appropriate after I gave them quiz. The students who understood got 70-80,

while those who did not understand got 10-20. It made me sad (QN.13)."

PST 7 perceived that his students had poor English proficiency after he saw

the result of the quiz given to his students. This perception made him rarely use

English as classroom language as well as led him to tension because his desire in

using English as classroom language might conflict with the students’ condition. It

could be seen that PST 7 wanted to maintain the good learning environment in

English lesson by using English first. However, the result of his method seemed

disappoint him. Besides, the perception, that the students with poor English

proficiency will be disorganized if English is used as classroom language (Klanrit

& Sroinam, 2012), might also become PST 7's consideration when he found out his

students' behavior during the learning process. As a result, he had to decide whether

to behave strictly and keep maintaining the way he used English as part of his


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desired support or behave friendly by decreasing the use of English so that he could

maintain communication with the students. At the end, it seemed that PST 7 chose

to maintain his communication with the students.

PST 2: "I used English then I repeated it again using Indonesia. I used

English to explain, Indonesia to clarify, and Java to assert in more relax

way. If they had been understood by using English, I did not repeat by using

other languages. In percentage, I used English 40%, Indonesia 40%, and

Java 20% (QN.12). ...I quite often used English because I wanted to show

that the subject is English. As the result, I had to forcibly give them English

whether they wanted or did not want so that they will be accustomed. Each

day, I increased the intensity of using English. Although my student's

proficiency is only 50-60%, I kept using English because I believed that

accustoming will help (QN.13)."

PST 2 also had similar experience with PST 7. However, it seemed that she

chose not to consider her students' English proficiency. She believed that learning

English needs habit. This belief might be the factor that influenced her way of

English teaching toward the students. As the result, PST 2 kept behaving strictly by

maintaining the use of English and even increasing it. Based on the two examples,

it was concluded that each PST had his/her own considerations, situations, and

beliefs related to the use of English in the learning process. Both had shown their

positive strategies in dealing with this led-to-tension factor.

5. Teaching a Particular Language Skill

Teaching a particular language skill could be a factor which might lead PSTs

to tension. The studies from İpek (2016) and Numrich (1996) mentioned that EFL

teachers can feel anxious when teaching a particular language skill. This anxiety

might lead PSTs to tension of "changing role from student to teacher" which was

related to their content knowledge and tension of "being less confident because of

being inexperience". Besides, this anxiety was caused by several factors such as;


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having never teach the certain skill before, being not confident in their language

skill, or perceiving that teaching different skills have different difficulties.

Based on the analysis from interview results, it could be found that 3 PSTs

mentioned of having experiences that were related to this led-to-tension factor. All

of them mentioned grammar in their experiences. One example came from the

experience of PST 5.

PST 5: "I ever felt not knowledgeable enough, especially when I was asked

to teach grammar and structure. I felt not confident. I understand how

grammar works and its structure but I was in a mess when I was asked to

explain about those. I felt not sure enough whether students will understand

my explanation (QN.3)."

Based on PST 5's experience, it could be indicated that she might have

experienced the tensions related to content knowledge and being less confident.

PST 5 mentioned that she was not confident in imparting or teaching grammar to

her students, although she claimed to have good understanding about it. The tension

possibly emerged because she might still have less experiences of teaching

grammar in classroom setting. This being less experience could possibly cause PST

5 to be less confident which made her not sure with her explanation. However, it

might be claimed that having anxiety in teaching a particular language skill could

also give positive impact for the EFL PSTs. It could help them to reflect and review

their knowledge, especially related on how to share the knowledge to other people.

6. Teachers' Language Proficiency

Another mentioned factor from EFL setting which led to tension was about

language proficiency. This factor was related to "content knowledge" sub-tension

from the tension "changing role from student to teacher". The pre-service teachers


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who thought that his language proficiency was lacking would face disturbance in

performing as EFL teachers. Besides, it could lead them to the tension because they

had to decide whether using English and facing difficulty or doing the opposite.

Based on the interview result, the interviewed PSTs rarely experienced this kind of

tension. There were two PSTs who mentioned the experiences related to this

tension. One of those would be the example and discussed as followed.

PST 6: "I used English rarely. I usually used it in opening. My supervisor-

lecturer also ever said that I need to increase the using of English (QN.12).

I still confused between whether my students' English skill are poor or

whether because of myself. However, it was possibly because I felt not

proficient enough if I spoke English. So I preferred using mother language

instead of having difficulty. My students' English skill did not affect my

English using but it was more on me personally who was still not confident

so that rarely used English (QN.13)."

The experience of PST 6 could be categorized as experience which led to

this tension. PST 6 claimed that he rarely used English as classroom language.

Although he confused whether himself or students were the causes, he mentioned

honestly that his English proficiency had not yet been good enough. As PST 6

mentioned, he chose to use his first language to teach instead of having difficulty.

This experience-led-to-tension was possibly caused by being less confident as he

mentioned that he did not proficient enough to speak English, whereas, being

confident in language proficiency is important. Teachers who do not have confident

in their English proficiency might use their first language in teaching more often

(Klanrit & Sroinam, 2012).

PST 6's experience might look negative from some perspective such as;

teacher must be professionally trained in knowledge and skills also attitude of

subject matter (Okoro, 2011), in this case proficiency, and etc. However, his


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50

experience could also reflect him as a teacher who acknowledge mistakes because

he could admit and realize his own weaknesses as a teacher. Besides,

acknowledging mistakes is one of teachers' professional attribute (Okoro, 2011). It

was also a common sense that acknowledging mistakes could help a parson to be

better in his profession.

B. EFL Pre-Service Teachers' Coping Strategies to Overcome

Professional Identity Tensions

Based on interview results' analysis, it was found that there were mainly two

coping strategies which were applied or employed by the pre-service teachers

(PSTs) to overcome their professional identity tensions. The analysis was done by

using the theory of coping strategies from Lazarus & Folkman (1984). Those were

(1) emotion-focused coping and (2) problem-focused coping.

Table 4.2. Types of Coping Strategies

Types of Coping Strategy How many time mentioned

Problem-Focused Coping 24

- Active coping (16)

- Preventive actions (5)

- Sharing tension (3)

Emotion-Focused Coping 9

- Minimization (3)

- Selective attention (3)

- Avoidance tactics (2)

- Distancing (1)

The number of the coping strategies presented at Table 2 was taken from

the analysis of 9 PSTs' interview results. From those data, it was concluded that


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51

PSTs preferred to employ problem-focused coping to overcome their tensions. It

could also be concluded that PSTs employed more than one coping strategy

depending on the tensions. There was also possibility that one coping strategy

which was employed by a PST was considered to be able to help him overcome

several tensions (See Appendix 10 & 13). The discussion of each coping strategy

would be presented as follows starting from the most employed strategy.

1. Problem-Focused Coping

Problem-focused coping appeared to be the most preferred strategies for the

PSTs in this research. It is a coping strategy which focuses on solving the problem

and is more dependent on the context (Lazarus & Folkman, 1984). The result of

employing this coping strategy is that the user will be able to solve the problem

partially or even thoroughly. The analysis of interview results found that the

problem-focused coping from PSTs could be categorized into 3 examples. Those

were active coping, preventive actions, and sharing tension. Further, each example

would be discussed as follows by describing one representative from the several

similar experiences.

The first was active coping or actions to solve problems. PSTs had

possibility to actively manage their tensions by giving actions in response to the

tension. After they were able to manage the tensions, it was also possible that they

could overcome those tensions by partially or thoroughly solving the problem(s)

which might lead them to tensions. Among the examples of problem-focused

coping, active coping was mentioned mostly.

PST 8: "When I taught at the first meeting, I used methods which I had from

micro teaching. After I finished teaching he said, 'Please do not use that


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52

method in the next meeting. Just use the method which is similar to me.'

(QN.9). …When I did practice in classroom at first meetings (1-5), I still

used the methods from micro teaching because I had not been able to adopt

my mentor's methods. Until my mentor said at the 4th or 5th meeting, 'That's

good. Keep continue with that method.' In short, I gradually changed my

methods (QN.10)."

One example of active coping came from PST 8. He could be indicated of

having tension of "conflicting conception of learning to teach". He mentioned that

his teaching method was rejected by his mentor. However, it looked like that PST

8 was be able to overcome the tension by employing the active coping method. He

took actions to solve the problem by gradually changing his teaching method until

it suited his mentor's demand.

The other example of problem focused coping which was employed by PSTs

was preventive action. This strategy was meant to avoid the problems or tensions

which would possibly occur in the future. Among PSTs, several of them were

indicated of employing this strategy to overcome the tensions.

PST 7: "I ever felt not knowledgeable, especially related to grammar,

because there are many anticipations which need to be prepared in dealing

with grammar (QN.3). For me, preparation is an important thing because I

had already known the topic and syllabus before teaching. The anticipation

way is studying before teaching. For example: I would teach present tense.

I had to know what the rules are, the examples, and the problems or cases

in present tense (QN.4)."

Based on PST 7's experience, he could be indicated of having tension about

"teaching particular language skill" which was teaching grammar. However, PST 7

was seen to also be able to deal with his possible tension by employing a preventive

action. He prevented the possible tension to emerge by making preparations before

teaching. Besides, he also mentioned that preparation was an important thing for a

teacher since he claimed that he had known the topic and owned a syllabus prior.


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Besides active coping and preventive actions, there was also sharing

tensions. Sharing tension is an activity where PSTs share their tensions or problems

to their colleague(s) in order to find alternative solution (Admiraal, Korthagen, &

Wubbles, 2000). Although this strategy was only mentioned in a few number, this

strategy was worth to be discussed because it also gave positive impacts like the

other examples of problem-based coping.

PST 6: "Honestly, I was still not really confident in facing students. I still

confused and was nervous, especially related to way of teaching… I still had

less confident for teaching and dealing with students, when they misbehaved

(QN.1). I often talked to my colleagues, especially with colleagues from the

same major. We usually talked about lesson plan and teaching method…

(QN 14). From that, I could built confidence and become more prepared…

(QN 15)."

The experience of PST 6, for example, had shown that sharing tension could

help him overcome the tension. His tension was being confused on how to behave

toward students which made him less confident to deal with students. By doing a

sharing to his colleagues, PST 6 claimed of being able to build confidence and be

more prepared. PST 6's experience of employing sharing tension could also be a

proof that support from his colleagues had impacts and influences toward his

performance in doing the pre-service teaching program.

Based on the discussion of the examples from several representative

experiences, it could be concluded that employing problem-focused coping strategy

gave positive effects or influences for PSTs in responding to their indicated

tensions. This coping strategy had proofed to be able to help PSTs overcame the

experiences which might lead them to tension or the indicated tensions. PSTs could

take actions to solve the problems or indicated tensions, prevent the tensions from


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54

being emerged by doing preparations or preventive actions, or do some sharing with

their colleagues to find supports and solutions.

2. Emotion-Focused Coping

Besides problem-focused coping, the pre-service teachers (PSTs) were also

indicated of employing emotion-focused coping. However, the number of this

coping strategy being mentioned was lower from problem-focused coping.

Emotion-focused coping is a coping strategy influenced by the users who assume

that environmental situation could not be changed (Lazarus & Folkman, 1984). By

employing this strategy, the user can feel better but do or might not solve the

problem (Galor, 2013).

Based on the analysis of interview results, the experiences which were

indicated as emotion focused coping could be categorized into 4 examples, namely

minimization, selective attention, avoidance tactics, and distancing. Since the PSTs

in this research did not really prefer to this coping strategy, the discussion would be

limited to the examples which could be considered to be in majority among the

number of emotion-based coping (See Table 2).

The first example was minimization. This example mentioned in the same

number as selective attention by PSTs among the emotion-focused coping's

examples. Minimization is derived from word "minimize" which means reducing

something (actions, behaviors, or things). All PSTs who mentioned of doing

minimization had similar experiences which might lead them to tension caused by

a factor from their settings as EFL teachers, which was about "teachers' perceptions

toward students' English proficiency". They were PST 7, 8, and 9 (See Appendix 8


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and 12). They mentioned of encountering students with poor English proficiency

which had difficulty in understanding the lesson when PSTs taught using English.

Therefore, they decided to reduce or decrease the use of English as classroom

language. This coping seemed to be able to help them cope with the possible

tension. PSTs could be able to at least help their students in understanding the

lesson, although they could not solve the basic problems which was related to

students' English proficiency.

Another example which was also quite often mentioned was selective

attention. Selective attention is an act where someone has to be selective toward the

occurred situation. It means that the users have to choose on how to respond one or

several situations which might trouble him. However, his choice of action is not

able to solve the problem.

PST 5: "There was one provocateur. When I was teaching, that student

would walk around. He also refused when I asked him to do exercise. He

could not be given instruction or listen to explanation. Although the

provocateur was only one, it could affect other students (QN.5). If that

provocateur student was not too much, I would let him. However, if he was

too much and could not be asked to be quiet, I would be quite and wait him

to be quite. Those method was only effective one or two times. That student

did not care anymore after several times (QN.6)."

One of the example came from PST 5'experience. She mentioned of

encountering a problematic student (in-problem student) which she looked like

cannot handle. The situation might trouble her as she had to give attention not only

to this student but also other students. She could be indicated of employing selective

attention to cope with her possible tension. She chose to be quiet toward the student

whom she could not control during the learning process, or ignore him. It was also


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56

possible that PST 5 finally chose to give that respond because she had already tried

several methods to deal with that student.

Based on the discussion, it could be concluded that emotion-focused coping

strategy gave less positive effects or influences on how PSTs responded to their

indicated tensions. Besides, this strategy could not help the PSTs to cope with the

indicated tensions since it did help to solve the problems which might lead to

tensions. Further, it could also be concluded that emotion-focused coping was not

really recommended to be employed because the number of being mentioned by

PSTs in this study was lower than problem-focused coping strategy.


57

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and provides some recommendations.

In the conclusions part, the researcher presents the conclusion of the research based

on the findings. In recommendation part, the researcher presents some suggestion

for the future researchers.

A. Conclusions

Based on the research findings and discussions, the researcher presents and

sums up a conclusion. This conclusion aims to answer two research questions.

Therefore, this part will be divided into two. The first conclusion is about the

professional identity tensions felt by ELF pre-service teachers during their student

teaching experience. The second conclusion is about EFL pre-service teachers'

coping strategies to overcome professional identity tensions.

Based on the analysis of the interview results, the researcher found 6 types

of professional identity tensions mentioned by the EFL pre-service teachers (PSTs).

Further, it was also found that a PST mentioned more than one tension in his/her

experience. However, the researcher did not make claim whether the PSTs really

felt or encountered the tensions because of the limitation faced by researcher when

conducting the research such as time and instrument. Therefore, the researcher

could only claim that those PSTs were being indicated to feel the tensions and/or

having the experiences which might lead them to the tensions.


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The analysis of interview results also showed that those tensions emerged

because of several factors. Those factors came from the PST himself, the students,

the mentor, and even the subject matter which PSTs taught. However, those

tensions seemed to give positive impacts and influences toward PSTs' performance

in their pre-service teaching program in school. By feeling the tensions or having

the experienced which might lead them to tensions, PSTs could prepare on; how

they play the role as a teacher, how they will give their support to the students, how

they deal with the fact that teaching concepts are different from one to another, and

how they will teach English to their students since they might will be EFL teachers.

In short, those tensions could incite a question of "What kind of English teacher I

want to be?".

The analysis of interview results also found that there were two coping

strategies which were implied or applied by EFL pre-service teachers, namely

problem-focused coping and emotion-focused coping. Among those coping

strategies, it could also be found that the PSTs preferred to employ the problem-

focused coping. Besides, PSTs might employ more than one coping strategies since

they had possibility in feeling more than one tensions. Those PSTs tended to solve

the tensions or problems which they felt or encountered. Therefore, it could be

concluded that most possible professional identity tensions during pre-service

teaching program in schools were found to be solvable.

B. Recommendations

This research investigated the professional identity tensions of ELF pre-

service teachers which might occur during their student teaching experiences in


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school. This research showed that most PSTs were indicated to feel the tensions

and/or had experiences which might lead them to tensions. As mentioned before,

the researcher realized that the claim whether the PSTs felt the tension was still not

enough. As the result, the claims could only be presented as indications. Besides,

this study only used two instruments, namely the interview as the main instrument

for data gathering and the close-ended questionnaire as a validation instrument for

interview results.

The researcher recommends future researchers to conduct a deeper

investigation by using interviews, daily reports or reflections from PSTs, and class

observations. However, several of those instruments such as daily reports,

reflections, and observations, can be used if the PSTs agree to be the participants

before undergoing the PPL. Further, the research also needs to be conducted during

PPL if several of those instruments want to be used. Since the researcher got the

participants and conducted the research to the PSTs who had just done their PPL,

the researcher did not conduct this research by using the recommended instruments.

Therefore, if the similar research is about to be conducted by an undergraduate

student, it will be better if the researcher conducts the research during his PPL,

chooses the participants from his PPL colleagues who are in the same school, and

uses the recommended instruments. Besides, the claim about the tensions might be

stronger if the future researcher really understands the PSTs’ conditions during their

PPL.


60

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APPENDICES


64

Appendix 1. Blue Print of Interview Questions

Blue Print of Interview Questions

Theories Questions

Changing role from student

to teacher

(Pillen, Beijaard, & Brok,

2013)

1. How did you view yourself as a teacher during

the pre-service teaching program in school

(PPL)?

2. How did you behave toward your students?

3. Did you ever feel that you are not

knowledgeable enough to teach your subject

in? Explain!

4. If you ever felt not knowledgeable enough,

what did you do in order to overcome that

difficulty?

Conflict between desired

and actual support given to

students


2013)

5. Did you have experience of getting involved

with troubled student(s)?

6. (If number 5 answer is “yes”) Did you help

him/her?

7. (If number 5 answer is “yes”) How did you

help him/her?

Conflicting conceptions of

learning to teach


2013)

8. How did you behave toward your mentor

(guru pamong) during the PPL?

9. Did you and your mentor ever have an

argument of different views related to the

teaching concepts?

10. (If number 9 is a "yes") What did you do in

responding this situation (having different

views of teaching?

11. (If number 9 is a "no") In your opinion, how

did your mentor perceive your teaching

concepts and what are the effect on your

teaching practices?

EFL Related Tensions

(Young, 1999), (Klanrit &

Sroinam, 2012), (İpek,

2016)

12. How often did you use English as classroom

language during the PPL?

13. What made you often or rarely use English as

the classroom language?

Coping Strategies

(Lazarus & Folkman, 1984),

(Admiraal, Korthagen, &

Wubbles, 2000)

14. How often did you talk to your colleagues in

PPL to discuss about your problems?

15. What were the effects that you felt after

discussing your problem in PPL with your

colleagues?


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Appendix 2. Interview Question No.1

Question number 1

How did you view yourself as a teacher during the pre-service teaching program

in school (PPL)?

Participants Answer

PST 1 I have an experience of teaching in the real school. I consider

myself as the teacher who must be able to facilitate students in

learning process. I always tried to look for media which can be

used for their learning activities, and also created new media

which have not been used by the students.

PST 2 Becoming a teacher is not only about transferring existed

knowledge, it might be the purpose. However, I found out that I

must did not only transferring knowledge but also shaping

students, especially because I taught in junior high school. In my

PPL-school, learning is not the main core but more on how to

shape those students to be more suitable in learning process. So,

it was more on class management and pay attention to students'

morale and attitude, and not only about transferring the materials.

PST 3 During PPL, the experience of being a teacher was a fun

experience. I had to face students with many characters. I felt that

I learned many things. I taught two classes. I found that there is a

gap between two classes.

The first class, call it Class A, was a competitive class which has

many smart students. In Class A, my role was not too significant

because students are already smart and I saw that they had less

enthusiasts to listen to my explanation. Students more liked to

find the answers of the problems by themselves.

Meanwhile in Class B, the very noisy class, I felt that my role had

influence. My movements in class B were always being watched

by my students. However, Class B was interesting and fun

because that class helped me in shaping my identity as a teacher.

Although that class was noisy, they had more enthusiasts when I

were explaining the materials and I also could manage that class.

PST 4 I did not consider myself as a teacher but more on as my students'

friend or older sister, where I learned with them and I helped them

to understand the material. I did not teach them but helped them

to find by themselves. So I firstly made them to like me and be

comfortable with me. After that, they would be easier to guide.

PST 5 Although I was a college student, I felt like a teacher when I was

in school, especially when I had faced students. I am the teacher.

I am the one who must have control on this class. I positioned

that as a teacher I also had to be my students' friend.


66

My teaching method was mixed. First, I explained. Then, I gave

my students time to explore from the exercise that I gave; work

independently or with friends. Students were given chance to

asked me when they really could not do the exercise.

PST 6 To be honest, I felt not suitable to be a teacher at first. However,

I felt 50:50 between suitable and not suitable to be a teacher after

I conducted my PPL (pre-service teaching). Honestly, I was still

not really confident in facing students. I still confused and was

nervous, especially related to way of teaching. For material and

lesson plan, I thought that everything was already fine because I

already had it. However, I still had less confident for teaching and

dealing with students, when they misbehaved.

PST 7 As a college student who did pre-service teaching, pre-service

teaching program is a must because it was used to apply all

knowledge and theory which I had learned in campus.

If I saw myself as a teacher in pre-service teaching program

(PPL), I saw myself as a teacher who were trying to apply

knowledge and techniques that I received from my study.

During PPL, I tried to involve students in my teaching. I also

always gave real example from the materials because I thought

that it would be not enough if I only gave example and asked them

to do exercises.

PST 8 I saw myself as a teacher who was not really capable enough. I

saw many differences between what I experienced in University

and in real school. Therefore, I felt that I still had many

weaknesses as teacher.

My expectations between what I had from micro teaching and

LPD, and etc., were different with what I found in the real field

(school). The teacher in school was really different with teacher

in micro teaching.

I felt big gap between professional teachers and us who were still

learning through PPL. The examples were about class

management, looking for suitable materials for students, and time

management in classroom.

I did my pre-service teaching program in a school which has

inclusive students (kekurangan berpikir, berbicara, menulis,

seperti luar biasa). I did not know how to educate or give lesson

to those students. I had not got enough knowledge in micro

teaching.

PST 9 I saw myself more as a student who did a practice in school rather

than a teacher. I still kept distance between me and students also

school. I still thought that "I am here because I am doing my

PPL (pre-service teaching program) course".


67


Question number 2

How did you behave toward your students?

Participants Answer

PST 1 I considered myself as their teacher. However, my level actually

was below their real teacher. They still could consider me as their

friend but they still be able to obtain information and knowledge

from me. There is no big gap between me and the students. They

did not feel reluctant to ask for things related to learning. The

students also enjoyed studying with me.

PST 2 First, I observed students' character through learning process.

When their delinquency began to emerge, I took strict attitude as

a teacher and gave a concrete example.

When I saw that students were a little bit brutal, I used the hard

and strict ways but also used a personal approach. For example;

there was a student who could not be managed. I asked and

interrogated him. Until I found the background or the root.

PST 3 I made the situation in the classroom relaxed but I always checked

students' understanding. Most of students have difficulty in

learning inside the classroom. They more enjoyed about asking

questions. I did not want them to see me as a killer teacher but as

a teacher who can motivate them.

PST 4 Outside the classroom, I behaved more formally because I was

seen by the whole school members. I showed my prestige.

However, I would be more like a friend inside the classroom. The

point is I felt more freely inside the classroom.

PST 5 I was strict but also was like friend to my students. Outside the

classroom, I was not formal to my students.

PST 6 Inside the class, I behaved as how teacher should be. So I had to

have prestige but still respected students. Outside the classroom,

I more liked to be called as kak than pak. I tried more on being

students' friend outside the classroom. I was friendlier outside

classroom.

PST 7 I conditioned myself as students' friend but I was above them a

little. So, technically they still be able to respect me but the

relationship between us was not too distance. Students still could

respect me but they were not afraid to ask about something about

material.

PST 8 As a not-strict teacher, I did not position teacher as a person in

above. I positioned myself as students' friend so that students

enjoyed the learning and I enjoyed the teaching. The position was

not too different.


68

However, teacher actually had higher position than the students

in classroom. Therefore, I did role changing between inside and

outside classroom so that I still could order students to study when

they did not want to.

PST 9 We, the student teachers, had separated place (basecamp or PPL's

room) from teachers. When we did not teach, we spend more time

on our basecamp. Therefore, our relationship with students and

teachers were not really close.

Outside the classroom or besides teaching, we only got interaction

with teachers and students when we did our picket duty. PPL

students were not really acquainted with the students and students

was like placing PPL as a foreign part of the school.


69

Appendix 4. Interview Questions No.3 & No.4

Questions number 3 and 4

Participants (3) Did you ever feel that you are not knowledgeable

enough to teach your subject in? Explain!

(4) If you ever felt not knowledgeable enough, what

did you do in order to overcome that difficulty?

PST 1 I almost never feel not knowledgeable enough when I

taught the core material because I always tried to do

some preparation before teaching. As the result, I knew

which material that I was going to teach and how to

deliver it.

However, I once had an experience of having problem in

a meeting. In that meeting, there was a student who asked

about the translation of a vocabulary for reading a clock.

I really did not know what the translation is.

I used several tricks to solve that problem (no.3). I asked

them to find out first. However, I finally opened dictionary

because I was confused. After that, I explained the

translation of those vocabularies. That experience made

me feel down because I did not know that things which

supposed to be simple.

PST 2 I even felt that way even until now. I felt that my

knowledge is still not enough. Moreover, there were also

many unexpected questions from students. For example;

I confused about pronunciation because I was not well-

prepared with that material.

Usually, I was ready when I have been learned about

what I was going to teach; from the pronunciation, the

structure, and the main idea of the material.

However, sometimes I made lesson plan in sudden which

caused on less preparation.

I said honestly to students that I did not know about it but

I promised to give clarification in the following meeting. I

never covered my own mistakes. I also said to my students

that "in here it is not only you who learn but also I learn

from you".

PST 3 Yes, I ever did. I had a favorite school as my PPL-school

and I felt that my grammar mastery is still not enough.

That made me felt tensed.

I realized that I have weaknesses. Therefore, I did a review

to all materials which I think I am weak at before I started

my PPL at the school.


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PST 4 Yes, I did. The material was about date. At that time, my

students had assignment of making an application letter.

I forgot the date format, how English British's format

looks like and how American English's format looks like.

I also often forgot small important things which are not

part of materials because students asked, such as

vocabularies. So that I had to open dictionary.

I said to my students, "I will find it later." If they were

working on exercise, I said that I would find and explain to

them after finishing the exercise.

PST 5 Yes, I did. I ever felt not knowledgeable enough,

especially when I was asked to teach grammar and

structure. I felt not confident. I understand how grammar

works and its structure but I was in a mess when I was

asked to explain about those. I felt not sure enough

whether students will understand my explanation.

When I did not really sure about my explanation, I returned

it to students. For example, a student did not understand

what I explained but here I had a smart student. I asked this

smarter student to explain to his friend. So I tried to hide

that I was not really capable of explaining by asking

students to help their friends.

PST 6 Yes, I did. I ever felt not knowledgeable enough. It was

about grammar. If it was about grammar, I still had less

understanding for past perfect and others complicated

stuff in grammar. However, if it is still in simple level, I

still managed to handle.

I studied again. I also put those into PPT. Then, I also

brought a kind of small note, although I rarely used it. I

often used PPT to help me recall the memories. There are

points in PPT that can help me to recall the memories of

what I am going to teach.

PST 7 Related to not knowledgeable enough, I always re-

studied if it was related to the material. So, I had to be

ready with the materials. I ever felt not knowledgeable,

especially related to grammar, because there are many

anticipations which need to be prepared in dealing with

grammar.

For me, preparation is an important thing because I had

already known the topic and syllabus before teaching.

The anticipation way is studying before teaching. For

example: I would teach present tense. I had to know what

the rules are, the examples, and the problems or cases in

present tense.

PST 8 Yes, I did. At that time, I taught about descriptive text.

When I explained in the first meeting, first hours,

students could understand easily. I explained and they

understood. When they learned independently, there

After first meeting of teaching, I met my mentor to ask for

advice about what I have to do so that students can follow

the lesson well and the materials can be delivered well.


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were several materials from me which did not arrive to

students. In short, it was like I did not give enough

knowledge to students because not all materials were

covered and delivered to students.

Mentor was very affected in my pre-service teaching

program.

In classroom, I solved the problems (no.3) by explaining

once again to students or students could ask me one by one.

Students more enjoyed asking one by one, not together.

Meanwhile, I was going around and asked them one by one

whether they understood or not.

PST 8 I never felt not knowledgeable enough. I felt that the

materials are still easy because I taught 7th grade. I was

also able to teach those materials.


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Appendix 5. Interview Questions No.5, No.6, and No.7

Questions number 5, 6, and 7

Participants 5) Did you have experience of getting involved with troubled student(s)?

6) Did you help him/her?

("No" answer and/or its related explanation is presented with bold words.)

("Yes" answer and/or its related explanation is presented with italic words.)

7) How did you help him/her?

PST 1 (5) Most of my students are not troubled students. However, I once met a very-less motivated student in the learning

process.

(7) I created the learning situation where I did not only explain. I understand that lecturing will just make students

becoming more less-motivated. So, I tried to use group discussion method. In this method, students are able to discuss

with their friends and also find information from their friends, so that I did not only give explanation.

PST 2 (5) Most of my students become delinquent because of broken home or family factor. I concluded that most of them

have less care and affection. So, what I needed was to involve students more in a sense that "I am involved here".

The point is; I must be strict, be an example or model, and be able to do personal approach toward them.

(7) I helped them to be more wanting to involve in the learning process again. At least, they have desire to learn,

especially English. So that they would not think that English is only about "What is the translation of this or that?",

but also on how to practice in behaving and others. We can learn about "how to appreciate others". The concrete

example was learn to appreciate a person who is talking in front of classroom by listening to him.

PST 3 (5) One day, my mentor asked me to give an ice-breaking for the whole hours at English subject because students had

just finished their mid-term test in previous week. It was so sudden and I did not have preparation. So, I brought

students to the schoolyard for doing some sort of sharing.


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I ordered students to make 2 lines, one for boys and one for girls. I asked them to step backward, 1 step. There, I tried

to be opened. I gave them a question-statement, "If you do not like English, step forward 1 step." So, the students did

not need to answer. They just needed to step forward and backward. The questions were from general into the

specifics. I found that there were students who do not like English, also students who do not like English because do

not like the teacher. However, it turned out that it was not me. Who they do not like was my mentor. After I knew

that, I asked them about my mentor and they began to out their stories.

However, most of the students only did not like and did not have problem with the teacher. There was only 1 student

who had problem with the teacher, and it was a quite difficult problem.

(7) I gave my advice to students during that ice-breaking. I told them that becoming a teacher is not easy. I also told

them that "if there were only 1 person had problem with the teacher, he must do not make other students also did not

like the teacher". I also gave them several tips, such as; if they did not like the teacher, they must keep study the

subject which the teacher taught.

I also shared to them that when someone becoming a teacher, he/she must have many things to be thinking about. For

example, students always did not like the score that their teacher gave. In this case, I asked them to think backward

by asking, "Do you ever think that your answer also make the teacher having headache in giving you score?"

I also tried to motivate and change their mindset so that they will not dislike their teacher.

(5) I also ever encountered a smart student who has high expectation toward the teacher. He was always active and

asked many critical questions. He even often did not give chance for his friends to answer the questions from teacher.

(7) To face that problem, I gave him a challenge in form of more difficult questions and also asked him to give chance

to his friends.

(5) I also ever encountered a smart student who were crying in the class because she had problem with her friends. It

was at the English lesson. I asked her to stop crying because the lesson needed to go on.

(7) I asked her to meet me after the school. At that moment, she told me about her problem which made her crying.

PST 4 (5) In the class that I taught, there were two troubled students. First student (A), he always sought attention.


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He sang and ran in the classroom and shouted loudly because he might have less attention, even at the monthly term.

He only did it by himself but it could catch his friends to do so. He has a gangs but he is the leader.

I personally was unable to handle him even until the last meeting of teaching as a pre-service teacher.

(7) However, I tried to get close to him. I always motivated him. "If you passed this chapter, I would follow your

Instagram." It worked. Actually, he is smart and able to pass the test. Finally, I had to follow his gangs Instagram to.

I also talked about him to my mentor. When I had a teaching test with my mentor, my mentor helped me to control

that boy by giving the boy responsibility to answer questions and participate actively in learning process.

(5) The other student (B) always got 9 at test but always slept in the classroom. He (B) had bad past experience and

his escape was sleeping.

(7) Coincidently, this student (B) needed to follow a follow-up exam because he did not come at the exam day. At this

moment, I motivated him and told him that he is actually a smart student. Finally, he started to be open there. He said

that he wanted to study abroad but he got no support. His father went somewhere and his mother hospitalized in

Mental Asylum. He tried to survive. At the end, I told my mentor about this student. I also asked him to actively

participate during the learning process.

PST 5 (5) I ever encountered a problem inside the classroom. Here, not all students had the same way of learning. There

were some who would enjoy sitting and listening. There were also who did not enjoy.

There was one provocateur. When I was teaching, that student would walk around. He also refused when I asked him

to do exercise. He could not be given instruction or listen to explanation. Although the provocateur was only one, it

could affect other students.

(6) If that provocateur student was not too much, I would let him. However, if he was too much and could not

be asked to be quite, I would be quiet and wait him to be quiet. Those method was only effective one or two

times. That student did not care anymore after several times.

PST 6 (5) Yes, I did. In the 9th grade, there were many lazy students in one class.

Yes, I tried.


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(7) I motivated them that learning English is not only from textbook but also from other things such as film, games,

or listening music.

(5) I also encountered that there were 20 students be punished and advised (yelled). The story was that there were 2

students fighting but then other students provoked those two to do more fighting. As the result, they were punished

and advised (yelled) in the hall besides my PPL's room so that my colleagues and I could hear directly what happened.

(6) No, I did not. My PPL colleagues and I only watched from a far them because we were afraid that we would

disturb them or offended the teacher, if we came closer. I was a pre-service teacher who looked for experience.

If my past experience was yelled by teacher, now I saw teacher yelled.

PST 7 (5) I ever encountered troubled students but it was only as far as less motivated students. Students only demanded

other things which did not make them bored. I never got involved in students who were quarrelling or in big cases.

The most often problem was usually when students felt tired in the classroom.

I helped them.

(7) I did my best for not doing the same things in every meeting. I always gave surprises. In teaching at classroom, I

did not always writing on the board. I sometimes showed video to my students. I also used games. For example: I

used games in this meeting so that I would use watching-video in the next meeting or use group-work. So I had a

variation. I used to use games, watching video, movies, and group work.

PST 8 (5) I think inclusive students are not troubled students. So, I think I did not have.

PST 9 (5) I never involved deeply. However, there was a story about a students who got trouble and he was placed in our

basecamp to write a report. Based on this student's story, he coincidentally passed by a place where a gang fight was

happening and was seen by his teacher. His teacher thought that he was involved so that he was punished to write a

report in our room.

(7) My colleagues and I could only gave him (the students) our verbal positive reinforcement and support in writing

a report.


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(5, 7) I also had an experience of supervising a mid-term exam. In this class, I was supervising with a teacher. At that

time, the teacher who supervised with me went outside for quite a long time. I was sitting on the back of classroom

while watched students' movements. There was a student who wanted to cheat.

I warned him politely, "Please keep your note in the bag." However, he mimicked my words.

After that, I moved to the front of classroom. I saw a student whose movements showed that he wanted to cheat. I was

infuriated because he openly gave his answer sheet to his friend in front of me.

I yelled at him using English and asked him to give his answer sheet to me and said, "Just because I am a PPL student,

you take me lightly." However, they kept on cheating again. Then I said, "I was also a students like you so I knew your

cheating tricks." After I said that, no one dared to cheat again.

After the exam ended, I heard that students were speaking in Javanese, "That's crazy, she was angry using English. I

did not understand!" When I heard that I really wanted to laugh but I had to keep my face because I had just got angry

previously.

(5, 7) There was also an experience of supervising in other classroom. Yet again, there was a student who cheated.

Coincidentally, I was supervising with a strict (killer) teacher. At that time, I sat in front of classroom with her. Then,

there was a student who openly gave his answer sheet to his friend. I wanted to warn him but I could. I saw that this

student, the one who got answer from his friend, suddenly got his answer sheet full whereas it was empty a moment

ago.

I told that to the teacher. After that, she directly went to those students and yelled angrily to those two using Javanese.

My problems was more about cheating. I am always not comfortable when I am seeing someone cheating.

(5) I also had another experience. In this class, the teacher let the students cheating openly. I sat at back of classroom

facing the teacher while she sat in front.

(6) She (the teacher) would only warn the students when I showed signs of being not comfortable because there

was a student who cheated. However, if I only stayed quite, she would not warn students who were cheating.

So she would warn the students for me not for her students.


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Question number 8

Participants How did you behave toward your mentor (guru pamong)

during the PPL?

PST 1 The mentor in my PPL-school is quite old. He and I has different

teaching method. However, he understand that this is a 21st

Century, where students must be active.

PST 2 I firstly observed my mentor's characters. When I was doing

observation, I observed how he teaches and interacts with

students. I also talked to him several times and observed how he

talks to the other teachers. I also learned about his style so that I

was able to know what he might hope.

I always asked when I did not know. I did not feel shame to ask

whatever the response would be given by him. If he were angry

because I asked, it would not be a problem because I really did

not know. In short, I tried to understand my mentor and asked

when I did not understand something.

PST 3 I viewed my mentor as a discipline person. However, she become

discipline for her own good rather than her students' good. Under

that supervision, I did not learn a lot about lesson plan, etc. I just

followed what my mentor said because she already had plan and

decisions. Even, the topic must be decided by her. I ever made

many plans but those were rejected.

My mentor rarely talked with me. She often went missing at

school times. Related to administration, she made it by herself so

that she knew about it. She never shared something related to

administration with me. I think that she might do not like to follow

other people's way.

PST 4 I behaved politely because she is a respected person. I tried to

mimic her in term of discipline in administration. There was also

time when she was strict. She is also an extraordinarily

responsible person. She is the only female vice headmaster and

the most well-thought-of in school.

PST 5 My mentor has a position in the school so that she works like

having double desk. She focused more on her jobs as vice

headmaster. As the result, she almost never taught her students

when I was practicing my teaching there. Indirectly, I was asked

to be a temporarily teacher. For that, I could only do what she

wanted.

PST 6 I respected my mentor. It could be said that I was a little bit yes

man. Personally, I was more into not refusing but

accommodating. So when my mentor said something, I received

it, then processed it whether it is right or wrong.


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Mostly, those things were right because my mentor was an

experienced teacher. I rarely disagreed but I ever did. For

example, she wanted 'A' but I saw that class could not be like 'A'.

I disagreed about 'A' but politely, then we solved the problem

together.

PST 7 Coincidently, my mentor is an alumni from the same university

where I am studying now (Sanata Dharma University). She is a

quite new graduate, around 2006 or 2007. She is a graduate with

GPA 3.98.

I considered her as an older sister not as a teacher. I enjoyed

talking and discussing with her as well as matching concepts. We

respected each other. She was a not-strict person but responsible.

She was a type of modern teacher and very often used power

points, videos, and classroom activities. Even when I gave

comments/feedback to my mentor, it was accepted because I

considered her as an older sister.

PST 8 As a younger person, I had to respect my mentor. I positioned my

mentor as parents in school. He was my guide for learning as a

teacher.

I experienced the change of mentor from mistress to mister but it

was still in the early of PPL. At first, I would teach 7th grade but

was changed into 9th grade. My mentor was a not-strict, talkative

person and liked to give feedback.

PST 9 I had less interaction with my mentor. I only got interaction

limited on discussing about lesson plan and related to the

teaching.


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Appendix 7. Interview Questions No.9, No.10, and No.11

Questions number 9, 10, and 11

Participants Did you and your mentor ever have an arguments of different views related to the teaching concepts?

(If number 9 is a "yes") What did you do in responding this situation (having different views of teaching?

(Answers are presented using italic)

(If number 9 is a "no") In your opinion, how did your mentor perceive your teaching concepts and what are

the effect on your teaching practices?

(Answers are presented using bold)

PST 1 I never had arguments with mentor about teaching concept although we have different teaching concepts. My mentor

used more lecturing method, while I always motivated students to be active. However, my teaching method and

concept was accepted by him.

I think my mentor feels that he could not do what I did (motivated students to be active), so that he asked me

to keep doing what I was doing (motivated students to be active) in order to make students feel spirited to learn.

I once had a different view on making a lesson plan. I showed my lesson plan which is based on what I have

studied. My mentor has his own concept of lesson plan. However, my mentor allowed me to use my own-concept

lesson plan.

PST 2 We ever had different view but not debating about that. I ever tried to bring a new style in learning process such as

using games and video. Those things were accepted but it was not easy to change the habit which already exists for

long. As the result, my mentor asked me to explain, givi test items, and etc. What I wanted was learning process that

not only focused on worksheet because I wanted it to be fun. However, my mentor was not really pleased because

maybe it has become a tradition and can cause a gap when the students return to their real teacher after I finish my

PPL.


80

In response to this, I tried to do merging style between mine and my mentor's. When my mentor saw that students gave

positive response toward my teaching, it was accepted by him after I applied it several times. Finally, I inserted many

of my style in that merged style.

PST 3 Yes, my mentor gave assignment for in and outside the classroom. Meanwhile, I only gave assignment for outside

classroom. My mentor decided everything, even the theme and topics.

I followed the order from my mentor. However, I realized that I would be the one who scored my students' assignments.

I ever once changed a little the assignments which would be given to my students.

PST 4 I never did. My mentor only gave additions and suggestions if there was something that was not quite perfect. She

asked me to more control on troubled students because she thought that I am good as a motivator. She also asked me

to always give assignments to students and make them involve.

My mentor saw me as a motivator. So, when I was there, I motivated students who were lazy. For the self-

effect, I felt more comfortable because I did not see myself as a teacher. When I was setting myself as teacher

in the first meeting, I became nervous instead of comfortable.

PST 5 Yes, I did. My mentor was a past-type teacher where students have to be quite and listen to explanation, a teacher

center. She once observed my teaching when I used student center. She gave many comments. My mentor did not

really agree with my student center. I followed her only a little bit. However, I did not disagree orally.

When I asked to use teacher center, I respected but I did not fully follow it. I gave reasons such as; students' condition.

I gave my disagreement but by giving clear reasons.

PST 6 Yes, we did.

For example; If my mentor wanted 'A' be applied in a certain class but 'A' could not be applied in that class. Then, I

looked for other possibility. I discussed that possibility with my mentor. I did not directly apply the possibility without

consulting. I did compromises with my mentor but my teaching concept were often accepted.

PST 7 We did ever had different view. My mentor was more on “I am the teacher. When I explain you have to sit”, while I

was teacher who “It is okay that you walking around or being noisy, as long as it is still related to our topic. You may

ask, debate, or even being noisy, as long as your activeness has quality”.

My mentor could not do what I did. She made a session for students to be active after she finished explaining; for

debating or asking questions.


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There was no such declining respond. My mentor and I had made an agreement since the beginning that everyone

has their different teaching style or ways. So that she allowed me to follow or do not follow her way of teaching. She

was sure that my teaching style were different, so that she did not limit me. She also asked me to keep doing my style

and she would see it from students' side, whether students were bored or motivated, whether students could enjoy the

learning process.

My mentor also gave me many suggestions because I was a not-strict person who let my students be active and noisy.

Her respond was positive toward it because she saw that students also felt comfortable in studying when they were

given freedom. However, she also suggested that I need to be strict sometimes.

The point is my mentor and I understood each other and gave suggestion to each other.

PST 8 I often had different teaching method with my mentor. When I taught at the first meeting, I used methods which I had

from micro teaching. After I finished teaching he said, "Please do not use that method in the next meeting. Just use

the method which is similar to me." I used many media, then giving material, and exercise for the last. Meanwhile,

my mentor used media very rarely. He just gave materials and exercises.

When I did practice in classroom at first meetings (1-5), I still used the methods from micro teaching because I had

not been able to adopt my mentor's methods. Until my mentor said at the 4th or 5th meeting, "That's good. Keep

continue with that method." In short, I gradually changed my methods.

PST 9 Never

My mentor was very open. Although my mentor had made lesson plans, he permitted me and my college to

change the plans according to our ideas and develop it to be more creative. My teaching concept was also

accepted by my mentor.


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Participants How often did you use English as classroom language during the PPL?

What made you often or rarely use English as the classroom language?

PST 1 During the PPL, I taught in two classes, 8H and 8E. Those classes have different English proficiency. 8H is a gathering

of smart students and I always used full English to teach that class. Meanwhile, I always did code-switching when I

taught in 8E.

I often used English as classroom language because there are many smart students who understood when I explained

using English. If there were 1, 2, or 3 students who had not understood, I usually approached them personally to

clarify their understanding.

PST 2 I used three languages; English, Indonesia, and Java. In my opinion, what important is that students get something,

not always about material, but something meaningful. I used English then I repeated it again using Indonesia. I used

English to explain, Indonesia to clarify, and Java to assert in more relax way. If they had been understood by using

English, I did not repeat by using other languages. In percentage, I used English 40%, Indonesia 40%, and Java 20%.

It can be said that I quite often used English in classroom.

I quite often used English because I wanted to show that the subject is English. As the result, I had to forcibly give

them English whether they wanted or did not want so that they will be accustomed. Each day, I increased the intensity

of using English. Although my student's proficiency is only 50-60%, I kept using English because I believed that

accustoming will help.

PST 3 I can say it was 50:50. In Class A, the competitive class, I used English more because the students understood.

However, in Class B, the noisy class, I used English and Indonesia. In that class, students would not understand when

I began to speak by using words that they considered difficult.


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Students' English proficiency affect me in using English. In Class A, students always have high expectation, they even

considered me only as a student who was practicing teaching. In that class I always used English. Meanwhile, in Class

B, I and my students encouraged each other.

PST 4 I used English under 50% because students were not really exposed in speaking English. When I gave them exercise,

they did not ask how to solve it but what the meaning of that exercise. As the result, I tried to use English and repeated

it again by using Indonesia. If they still asked about the meaning, I repeated the explanation.

I used English around 40% and never felt anxious in using it. In those school, which is favorite, the number of students

who really likes and pay attention to English were little. I am still confident because I also considered them as my

little brothers and sisters.

Students' not being understand toward English made me used English rarely. I tried to use full English as it was taught

in Micro Teaching and found at the first meeting that it was impossible. If I were using 50% English, it should be

grateful. If I used full English, they would say, "Hah…What are you talking about, Sis?"

I only used English for commenting and simple instruction. If there was a passage I would read. I also helped them

by using quotes. I showed good heart-touching quotes, sometimes romantic quotes. I asked them to read quotes when

the lesson finished, then they would ask and I would translate so that they would be interested. So when I had to use

English, it must be something that touching (meaningful).

PST 5 I used English very rarely as classroom language.

I used English rarely because students did not understand when I taught using full English. I used English more on

giving instruction.

PST 6 I used English rarely. I usually used it in opening. My supervisor-lecturer also ever said that I need to increase the

using of English.

I still confused between "whether my students' English skill are poor" and "whether because of myself". However, it

was possibly because I felt not proficient enough if I spoke English. So I preferred using mother language instead of

having difficulty. My students' English skill did not affect my English using but it was more on me personally who

was still not confident so that rarely used English.


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PST 7 Between the points of 1 until 10, I was 3 in using English as classroom language.

Students' condition made me rarely used English as classroom language. In the school where I did my PPL, an SMK,

almost students came from remote or left-behind area of West Indonesia. Their level of English was as same as

elementary school students. Therefore, if I had to teach them using full-English, they might sleeping. They even slept

when I taught them using Indonesia. This condition forced me for not using English.

I ever tried using full-English at the first two weeks of teaching in PPL. It was only students from local (Java) who

understood. However, I found that the result was not appropriate after I gave them quiz. The students who understood

got 70-80, while those who did not understand got 10-20. It made me sad. So I decided to decrease the use of English.

For myself, I was confident in using English.

PST 8 Actually, I always used English but I also used Indonesia because my students asked.

From the beginning until the end, I used 80% English and the rest was Indonesia at each meeting. Besides, for me to

use English was my mentor's demand. However, I felt awkward. It was like talking in classroom but there was no one

responding. For students' ability, they were good at reading but weak at listening and speaking. In fact, listening was

not taught in school so that they had difficulty to catch.

PST 9 At the beginning I used English around 75%.

After some time, I saw that students were enthusiastic and they understand. However, I found out that they could not

master something which are actually simple after checking their exam. Therefore, I decided to lessen the using of

English in classroom. However, I kept confident in using English as classroom language. If I did a mispronunciation,

I corrected it directly. To help students in understanding, I also used body language and pictures.


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Participants How often did you talk to your colleagues in PPL to

discuss about your problems?

What were the effects that you felt after

discussing your problem in PPL with your

colleagues?

PST 1 I often discussed with my PPL colleague, especially from the

same study program. Both of us taught the same topic but

with different delivery. If it's talking about problem, it was

usually more about test-items making. We usually divided it.

For my problem during PPL, I felt tension from my PPL

colleague. She is a very diligent person. I was always left

behind her for the matter of diligence. In my mentor's view,

I was also behind her. That tension made me quite down,

when I had to do task or something. However, I kept

discussing with her.

The discussion often did not give effect because it was

only about dividing job in test items making, not about

sharing about problems.

When I faced problem, I tended to solve my problems

by myself. I have different idealist from her. I never

shared my problems with her because my main

problem was the difficulty of catching my colleague

in finishing tasks outside teaching, such as

administration. For example, my colleague always

finished first than me in recapping the students' grade.

PST 2 We often had discussion and did evaluation every week so

that any problem would be revealed.

Several problems could be solved but several could

not. It was because there were small groups who hated

each other in big PPL group.

PST 3 I often talked to my PPL colleagues, especially about

students.

For me personally, I felt relieve after sharing my

problem. Actually, my colleagues shared solutions

and tips but I did not really listen to it. I always thought

that it would be me who are going through my

problem. What really important for me was that I was

heard.


86

PST 4 I often talked to my colleague, almost every day after

teaching, especially after teaching a class where there are

troubled students. After that teaching, I would always look

pale and look my colleague to sigh and ask for advices. At

the end, I followed my colleague's advice to get close to

troubled student and it worked.

My colleague is an experienced person in dealing with

students. I always got effective tips and advices to deal

with students from her.

PST 5 I often discussed with my colleagues from the same major,

especially about methods and the way to teach material, and

about media and games. If I discussed with colleagues from

different major, it was more on discussing about classroom

and students management.

The effect of discussing was more on getting solution.

PST 6 I often talked to my colleagues, especially with colleagues

from the same major. We usually talked about lesson plan

and teaching method, for example; how to teach listening in

a fun way. We usually did brainstorming together.

The discussion gave effect to me. From that, I could

built confidence and become more prepared,

especially we often did grammar correction. For me

personally, that discussion really helped me.

PST 7 I did my PPL with a colleague from the same major and

several colleagues from different major, they were from

Accounting Education. With those different-major

colleagues, I usually discussed about classes' conditions or

checking the progress of PPL's report. If I did discussion with

a colleague from the same major, I usually discussed about

learning materials and PPL's report.

My discussion with my colleague from the same major

was more on "materials deliverance and materials'

progress toward students".

There was time when there were classes which were

taught by two teachers. One of them was my mentor

and the other was my colleague's mentor. It was the

beginning of new academic year and it had not decided

yet who would teach what class. This problem made

us discuss about materials' progress toward students.

So far, the discussion could help me solve the

problems.


87

PST 8 I did discussion very often. After teaching, I always gathered

with colleagues from same major to discuss about classes and

students. We shared about how to handle students.

The discussion and sharing helped me very much. If

there was newest information about students, I would

know immediately. So that I knew what I had to do as

a teacher.

PST 9 I ever did a discussion about problem. It was just complaining

about students' noise in class. If it was related to the learning

materials I and my college had discussion about it.

It relieved me. My college and I also shared tricks to

face difficult students.


88

Appendix 10. Coding of Tension

Coding of Tension "Changing role from student to teacher"

Sub tensions:

1. Being confused on how to behave toward students

2. Feeling of lacking knowledge toward subject matter

3. Being less confident caused by the fact of being inexperience

Participants Sub tensions Coping Strategies

1 2 3 Emotion Based Problem Based

PST 1 "…there was a

student who asked

about the translation

of a vocabulary for

reading a "clock". I

really did not know

what the translation

is…" (Question

Number / QN.3)

(ac) "I asked them to

find out first.

However, I finally

opened dictionary

because I was

confused. After that,

I explained the

translation of those

vocabularies."

(QN.4)

"…I felt tension from

my PPL colleague. She

is a very diligent

person. I was always

left behind her for the

matter of diligence. In

my mentor's view, I

(d) "…I tended to

solve my

problems by

myself. I have

different idealist

from her. I never

shared my


89

was also behind her."

(QN.14)

problems with

her…" (QN.15)

PST 2 "I felt that my

knowledge is still not

enough. Moreover,

there were also many

unexpected questions

from students."

(QN.3)

(ac) "I said honestly

to students that I did

not know about it but

I promised to give

clarification in the

following meeting."

(QN.4)

PST 3 "I also ever

encountered a smart

student who has high

expectation toward

the teacher. He was

always active and

asked many critical

questions. He even

often did not give

chance for his friends

to answer the

questions from

teacher." (QN.5)

(ac) "…I gave him a

challenge in form of

more difficult

questions and also

asked him to give

chance to his

friends." (QN.7)

PST 4 "I also often forgot

small important

things which are not

part of materials

because students

asked, such as

(ac) "…I said that I

would find and

explain to them…"

(QN.4)


90

vocabularies. So that

I had to open

dictionary." (QN.3)

PST 5

PST 6 "Honestly, I was still

not really confident

in facing students. I

still confused and

was nervous,

especially related to

way of teaching… I

still had less

confident for

teaching and dealing

with students, when

they misbehaved."

(QN.1)

(st) "I often talked to

my colleagues,

especially with

colleagues from the

same major. We

usually talked about

lesson plan and

teaching method…"

(QN.14)

"From that, I could

built confidence and

become more

prepared…"

(QN.15)*2

PST 7

PST 8 "I saw myself as a

teacher who was not

really capable enough. I

saw many differences

between what I

experienced in

University and in real

school. Therefore, I felt

that I still had many

(st) "After teaching,

I always gathered

with colleagues from

same major to

discuss about classes

and students."

(QN.14)


91

weaknesses as

teacher… The teacher

in school was really

different with teacher in

micro teaching."

(QN.1)

PST 9

Being confuse on

how to behave

toward students

Feeling of lacking

knowledge toward

subject matter

Being less confident

because of being

inexperience

Emotion-Based Problem-Based

2 (Two) 3 (Three) 2 (Two) 1 (One) 6 (Six)

*2 this strategy will also be mentioned in the next tension (Appendix 12, PST 6) and only be counted as being mentioned 1 time.

Note:

Emotion-based:

at (avoidance tactics)

d (distancing)

m (minimization)

sa (selective attention)

(1)

Problem-based:

pl (planning)

pa (preventive actions)

ac (active coping)

st (sharing tension)

(4)

(2)


92


Coding of Tension "Conflict between desired and actual support given to students"

Sub tensions:

1. Wanting to help student(s) who is in problem but could not do

2. Helping student(s) who is in problem(s) but not solving thoroughly


1 2 Emotion Based Problem Based

PST 1

PST 2 "Most of my students

become delinquent

because of broken home or

family factor. I concluded

that most of them have

less care and affection…"

(QN.5)

(ac) "I helped them to be

more wanting to involve

in the learning process

again. At least, they have

desire to learn, especially

English…" (QN.7)

PST 3 "I found that there were

students who do not like

English, also… do not like

English because do not

like the teacher (my

mentor)… There was only

1 student who had

problem with the teacher

(my mentor), and it was a

quite difficult problem."

(QN.5)

(ac) "I gave my advice to

students… I also tried to

motivate and change

their mindset so that they

will not dislike their

teacher." (QN.7)


93

"I also ever encountered a

smart student who were

crying in the class because

she had problem with her

friends. It was at the

English lesson." (QN.5)

(ac) "I asked her to meet

me after the school. At

that moment, she told me

about her problem which

made her crying." (QN.7)

PST 4(*1) "First student (A), he

always got standard score

whereas he could pass and

always passed. However,

he always sought

attention… He sang and

ran in the classroom and

shouted loudly because he

might have less attention,

even at the monthly term."

(QN.5)

(ac) "I tried to get close

to him. I always

motivated him… I also

talked about him to my

mentor." (QN.7)

(st) "I often talked to my

colleague, almost every

day after teaching,

especially after teaching

a class where there are

troubled students

(QN.14). … I always got

effective tips and advices

to deal with students

from her (QN.15).

"The other student (B)

always got 9 at test but

always slept in the

classroom. He (B) had bad

past experience and his

escape was sleeping."

(QN.5)

(ac) "…this student (B)

needed to follow a

follow-up exam because

he did not come at the

exam day. At this

moment, I motivated him

and told him that he is


94

actually a smart student.

Finally, he started to be

open there." (QN.7)

PST 5 "There was one provocateur.

When I was teaching, that

student would walk around.

He also refused when I asked

him to do exercise. He could

not be given instruction or

listen to explanation." (QN.5)

(sa) "If that provocateur

student was not too

much, I would let him.

However, if he was too

much and could not be

asked to be quite, I

would be quite and wait

him to be quite."

(QN.6)

PST 6 I also encountered that there

were 20 students be punished

and advised (yelled). The story

was that there were 2 students

fighting but then other

students provoked those two to

do more fighting. As the

result, they were punished and

advised (yelled) in the hall

besides my PPL's room so that

my colleagues and I could hear

directly what happened.

(QN.5)

(at) My PPL colleagues

and I only watched

from a far them because

we were afraid that we

would disturb them or

offended the teacher, if

we came closer. I was a

pre-service teacher who

looked for experience.

If my past experience

was yelled by teacher,

now I saw teacher

yelled. (QN.6)

PST 7

PST 8


95

PST 9 "I also had an experience

of supervising a mid-term

exam… There was a

student who wanted to

cheat… I was infuriated

because he openly gave

his answer sheet to his

friend in front of me."

(QN.5)

(ac) "I yelled at him

using English and asked

him to give his answer

sheet to me… I said, 'I

was also a students like

you so I knew your

cheating tricks.' After I

said that, no one dared to

cheat again." (QN.7)

In this class, the teacher let the

students cheating openly.

(QN.5)

(sa) She (the teacher)

would only warn the

students when I showed

signs of being not

comfortable because

there was a student who

cheated. (QN.6)

Not be able to help students Helping students but not

solve thoroughly


3 (Three) 6 (Six) 3 (Three) 7 (Seven)

Notes:

Emotion-based:


d (distancing)

m (minimization)


(1)

(2)

Problem-based:

pl (planning)


ac (active coping)


(6)

(1)

(*1) there are a PST (pre-service teacher) who employed two coping strategies to overcome a tension.


96


Coding of Tension "Conflicting conception of learning to teach"

Participants Tension Coping Strategies

Emotion

Based

Problem Based

PST 1

PST 2 "I ever tried to bring a new style in learning process…

Those things were accepted but it was not easy to change

the habit which already exists for long… However, my

mentor was not really pleased." (QN.9)

(ac) "In response to this, I tried to do

merging style between mine and my

mentor's." (QN.10)

PST 3 "Under that supervision, I did not learn a lot about lesson

plan, etc. I just followed what my mentor said because she

already had plan and decisions. Even, the topic must be

decided by her. I ever made many plans but those were

rejected." (QN.8)

(pa) "I followed the order from my

mentor. However, I realized that I

would be the one who scored my

students' assignments.

I ever once changed a little the

assignments which would be given

to my students." (QN.10)

PST 4

PST 5 My mentor was a past-type teacher where students have to

be quite and listen to explanation, a teacher center… She

once observed my teaching when I used student center. She

gave many comments. My mentor did not really agree with

my student center. (QN.9)

(ac) "When I asked to use teacher

center, I respected but I did not fully

follow it… I gave my disagreement

but by giving clear reasons."

(QN.10)

PST 6


97

PST 7 "We did ever had different view. My mentor was more on

'I am the teacher. When I explain you have to sit', while I

was teacher who 'It is okay that you walking around or

being noisy, as long as it is still related to our topic. You

may ask, debate, or even being noisy, as long as your

activeness has quality'." (QN.9)

(pa) "My mentor and I had made an

agreement since the beginning that

everyone has their different teaching

style or ways. So that she allowed

me to follow or do not follow her

way of teaching." (QN.10)

PST 8 "When I taught at the first meeting, I used methods which I

had from micro teaching. After I finished teaching he said,

'Please do not use that method in the next meeting. Just

use the method which is similar to me'." (QN.9)

(ac) "When I did practice in

classroom at first meetings (1-5), I

still used the methods from micro

teaching because I had not been able

to adopt my mentor's methods… I

gradually changed my methods."

(QN.10)

PST 9

Conflicting conception of learning to teach Emotion-

Based

Problem-Based

5 (Five) 5 (Five)

Notes:

Emotion-based:


d (distancing)

m (minimization)


Problem-based:

pl (planning)


ac (active coping)


(2)

(3)


98


Coding of EFL Related Tensions (Language Anxiety)

1. Teacher's language proficiency

2. Teacher's expectations toward students' English proficiency

3. Teaching a particular language skill


1 2 3 Emotion Based Problem Based

PST 1

PST 2 "…my student's

proficiency is only

50-60%..." (QN.13)

(ac) "…I used English

then I repeated it again

using Indonesia. I used

English to explain,

Indonesia to clarify,

and Java to assert in

more relax way."

(QN.12)

"…I had to forcibly

give them English…"

(QN.13)

PST 3 "I had a favorite

school as my PPL-

school and I felt that

my grammar

mastery is still not

enough. That made

(pa) "I realized that I

have weaknesses.

Therefore, I did a

review to all materials

which I think I am

weak at before I started


99

me felt tensed."

(QN.3)

my PPL at the school."

(QN.4)

PST 4 "I used English

under 50% because

students were not

really exposed in

speaking English.

When I gave them

exercise, they did not

ask how to solve it

but what the

meaning of that

exercise." (QN.12)

(ac) "I tried to use

English and repeated it

again by using

Indonesia." (QN.12)

"I only used English for

commenting and simple

instruction. If there was

a passage I would read.

I also helped them by

using quotes… I asked

them to read quotes

when the lesson

finished, then they

would ask and I would

translate so that they

would be interested."

(QN.13)

PST 5 "…when I was

asked to teach

grammar and

structure. I felt not

confident. I

understand how

grammar works and

its structure but I

was in a mess when

(at) "When I did

not really sure

about my

explanation, I

returned it to

students… I tried to

hide that I was not

really capable of

explaining by


100

I was asked to

explain about those.

I felt not sure

enough whether

students will

understand my

explanation."

(QN.3)

asking students to

help their friends."

(QN.4)

"I used English very

rarely as classroom

language." (QN.12)

(sa) "I used English

rarely because

students did not

understand when I

taught using full

English. I used

English more on

giving instruction."

(QN.13)

PST 6 "I ever felt not

knowledgeable

enough. It was

about grammar. If it

was about grammar,

I still had less

understanding for

past perfect and

others complicated

stuff in grammar…"

(QN.3)

(pa) "I studied again. I

also put those into PPT.

Then, I also brought a

kind of small note,

although I rarely used

it. I often used PPT to

help me recall the

memories…" (QN.4)


101

I used English

rarely. (QN.12)

"…, it was possibly

because I felt not

proficient enough if

I spoke English. So I

preferred using

mother language

instead of having

difficulty." (QN.13)

(st) I often talked to my

colleagues, especially

with colleagues from

the same major.

(QN.14)

The discussion gave

effect to me. From that,

I could built confidence

and become more

prepared, especially we

often did grammar

correction. (QN.15)(*2)

PST 7 "I ever felt not

knowledgeable,

especially related to

grammar, because

there are many

anticipations which

need to be prepared

in dealing with

grammar." (QN.3)

(pa) "The anticipation

way is studying before

teaching. For example:

I would teach present

tense. I had to know

what the rules are, the

examples, and the

problems or cases in

present tense." (QN.4)

"In the school where

I did my

PPL…almost

students were came

from remote or left-

behind area of West

Indonesia. Their

(m) "…I decided to

decrease the use of

English." (QN.13)


102

level of English was

as same as

elementary school

students… I gave

them quiz. The

students who

understood got 70-

80, while those who

did not understand

got 10-20." (QN.13)

PST 8 "I used 80% English

and the rest was

Indonesia at each

meeting. Besides, for

me to use English

was my mentor's

demand.

However, I felt

awkward. It was like

talking in classroom

but there was no one

responding."

(QN.13)

(m) "Actually, I

always used

English but I also

used Indonesia

because my

students asked."

(QN.12)

PST 9(*1) At the beginning I

used English around

75%. (QN.12)

After some time, I

saw that students

(m) "…I decided to

lessen the using of

English in

classroom." (QN.13

(ac) "To help students

in understanding, I also

used body language and

pictures." (QN.13)


103

were enthusiastic

and they understand.

However, I found

out that they could

not master

something which are

actually simple after

checking their exam.

(QN.13)

Teacher's language

proficiency

Teacher's

expectations toward

students' English

proficiency

Teaching a

particular

language skill


2 (Two) 6 (Six) 3 (Three) 5 (Five) 6 (Six)

Notes:

Emotion-based:


d (distancing)

m (minimization)


(1)

(3)

(1)

Problem-based:

pl (planning)


ac (active coping)


(3)

(3)

(*1) there are a PST who employed two coping strategies to overcome a tension. (*2) the coping strategy has been mentioned in previous tension coding, so that it is considered to be employed by the PST to solve two

tensions and is not counted again in here.


104

Appendix 14. The Result of Validating Instrument

The Result of Close Ended Questionnaire for Validation of Interview Results

No Professional Identity Tensions Pre-Service Teachers (PSTs)

PST 1 PST 2 PST 3 PST 4 PST 5 PST 6 PST 7 PST 8 PST 9

1 The changing

role from

student to

teacher

You confuse on how to behave

on students.

√ √

2 You had the feeling of lacking

knowledge in teaching a

subject or material.

√ √ √ √ √ √

3 You had difficulty in dealing

with grammar stuffs (tenses

or rules) by yourself.

√ √ √ √

4 You had difficulty in

explaining with grammar

stuffs (tenses or rules) to your

students.

√ √

5 You felt less confident as a

teacher because of being

inexperience.

√ √

6 Conflict

between

desired and

actual

support given

to students

You encountered troubled

student(s) (less

motivated/naughty/punished/

delinquent/attention-seeker

student). You wanted to help

the student(s) but cannot to do

so.

√ √ √


105

7 You encountered troubled

student(s) (less

motivated/naughty/punished/

delinquent/attention-seeker

student). You helped the

student(s) but did not solve the

problem thoroughly.

√ √ √ √ √ √

8 Conflicting

conceptions

of learning to

teach

You had different view of

teaching with your mentor

(guru pamong).

√ √ √ √ √ √

9 Your mentor used traditional

teaching method.

√ √ √ √ √

10 You used teaching method

suggested by your mentor.

√ √ √

11 You adopted teaching method

suggested by your mentor but

changed some aspect of it.

√ √ √ √ √ √ √ √

12 You used your own teaching

method.

√ √ √ √ √ √ √ √

13 You gradually changed your

teaching method into your

mentor-suggested teaching

method.

√ √ √

14 You found big gaps or

differences between what you

had learned in your study and

the field experience in PPL.

√ √ √ √ √ √ √


106

15 EFL pre-

service

teachers

language

anxiety

You rarely used English as

classroom language because

your students' English

skill/proficiency is poor.

√ √ √ √ √

16 You rarely used English in

teaching because you felt

anxious of must not make

mistakes in using English as

classroom language.

√ √

17 You rarely used English as

classroom language because

you were not confident in using

English because of your

language proficiency level.

√ √ √

18 You considered your language

proficiency level in English

"has not been good enough" as

a teacher during PPL.

√ √ √ √

19 You considered your language

proficiency level in English

from "was good enough" as a

teacher during PPL.

√ √ √ √ √

20 You rarely used English as

classroom language because it

was influenced by your

classroom management.

√ √ √ √ √ √


Documents

EFL PRE-SERVICE TEACHERS' PROFESSIONAL IDENTITY … · begin the pre-service teaching programs (Micro Teaching & Program Pengalaman Lapangan/PPL), and become pre-service teachers