EFL PRE-SERVICE TEACHERS' PROFESSIONAL IDENTITY …repository.usd.ac.id/11026/2/131214083_full.pdf · i EFL PRE-SERVICE TEACHERS' PROFESSIONAL IDENTITY TENSIONS DURING PRE-SERVICE

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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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


x

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


2

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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3

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?


5

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


6

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.


7

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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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 an

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