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
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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
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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
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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
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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
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B. Recommendations........................................................................................ 58
REFERENCES ...................................................................................................... 60
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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
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LIST OF APPENDICES
Appendix 1. Blue Print of Interview Questions . .................................................. 64
Appendix 2. Interview Questions No.1 ................................................................ 65
Appendix 3. Interview Questions No.2 ................................................................ 67
Appendix 4. Interview Questions No.3 & No.4 ................................................... 69
Appendix 5. Interview Questions No.5, No.6, & No.7 ........................................ 72
Appendix 6. Interview Questions No.8 ................................................................ 77
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
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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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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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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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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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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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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.
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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.
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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 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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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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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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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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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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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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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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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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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.
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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.
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APPENDICES
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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
(Pillen, Beijaard, & Brok,
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
(Pillen, Beijaard, & Brok,
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.
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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".
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Appendix 3. Interview Question No.2
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.
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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.
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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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Appendix 6. Interview Question No.8
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.
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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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Appendix 8. Interview Questions No.12 & No.13
Questions number 12 and 13
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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Appendix 9. Interview Questions No.14 & No.15
Questions number 14 and 15
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.
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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.
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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.
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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
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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)
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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)
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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)
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Appendix 11. Coding of Tension
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
Participants Sub tensions Coping Strategies
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)
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"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
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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
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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
Emotion-Based Problem-Based
3 (Three) 6 (Six) 3 (Three) 7 (Seven)
Notes:
Emotion-based:
at (avoidance tactics)
d (distancing)
m (minimization)
sa (selective attention)
(1)
(2)
Problem-based:
pl (planning)
pa (preventive actions)
ac (active coping)
st (sharing tension)
(6)
(1)
(*1) there are a PST (pre-service teacher) who employed two coping strategies to overcome a tension.
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Appendix 12. Coding of Tension
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
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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:
at (avoidance tactics)
d (distancing)
m (minimization)
sa (selective attention)
Problem-based:
pl (planning)
pa (preventive actions)
ac (active coping)
st (sharing tension)
(2)
(3)
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Appendix 13. Coding of Tension
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
Participants Sub tensions Coping Strategies
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
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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
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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)
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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)
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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)
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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
Emotion-Based Problem-Based
2 (Two) 6 (Six) 3 (Three) 5 (Five) 6 (Six)
Notes:
Emotion-based:
at (avoidance tactics)
d (distancing)
m (minimization)
sa (selective attention)
(1)
(3)
(1)
Problem-based:
pl (planning)
pa (preventive actions)
ac (active coping)
st (sharing tension)
(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.
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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.
√ √ √
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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.
√ √ √ √ √ √ √
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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.
√ √ √ √ √ √
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