efl pre-service teachers' professional identity...
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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 an