vi
ABSTRACT
Raharjo, Yohanes Maria Restu Dian. (2017). EFL Pre-Service Teachers' Professional Identity Tensions during Pre-Service Teaching Program in Schools. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
People who want to be English teachers mostly enroll to universities which provide training for English teacher candidates. During their studies, the teacher candidates will begin to shape their professional identity as a teacher since they begin the pre-service teaching programs (Micro Teaching & Program Pengalaman Lapangan/PPL), and become pre-service teachers (PSTs). Due to the difference of the condition and setting in PPL that cannot be arranged since it is conducted in school, the researcher predicted that it can cause tensions which are related to professional identity.
This research aimed to investigate the professional identity tensions which were felt by ELESP PSTs of Sanata Dharma University during PPL. There were two research questions addressed in this research, namely (1) "What are professional identity tensions which are felt by EFL Pre-Service Teachers during their placement in student teaching experience at school?", and (2) "What are the coping strategies used by EFL Pre-Service Teachers to overcome the identity tensions?".
This research was conducted using qualitative inquiry and qualitative survey research method. The participants of this research were 9 PSTs of ELESP who have conducted their PPL. The researcher used interview as main data gathering instrument and close-ended questionnaire as data validating instrument for interview results. The analysis of interview results was used to answer the research questions. The result of close-ended questionnaire was that researcher did not do misinterpretation in presenting valid raw data from interview transcriptions.
Based on the result of analysis, the researcher found that EFL pre-service teachers of ELESP Sanata Dharma could be indicated to feel and had experiences which might lead them to 3 types of professional identity tensions, namely (1) conflict between desired and actual support given to students, (2) changing role from student to teacher, (3) conflicting conceptions of learning to teach, and three types of tension related to EFL setting, namely (4) teachers' expectations toward students' English proficiency, (5) teaching a particular language skill, (6) teachers' language proficiency. Then, the result also showed that EFL pre-service teachers preferred to employ problem-focused strategies to overcome the tensions although emotion-focused was also mentioned. Finally, the researcher also gives the recommendation for future researchers.
vii
ABSTRAK
Raharjo, Yohanes Maria Restu Dian. (2017). EFL Pre-Service Teachers' Professional Identity Tensions during Pre-Service Teaching Program in Schools. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Orang-orang yang ingin menjadi guru Bahasa Inggris biasanya akan masuk ke universitas yang memberikan pendidikan bagi calon guru Bahasa Inggris. Selama masa belajar, para calon guru akan mulai membentuk identitas profesional sebagai guru sejak mereka mulai melakukan program pengalaman lapangan (pengajaran mikro dan PPL), dan menjadi seorang guru praktikan. Dikarenakan adanya perbedaan kondisi dan setting di PPL yang tidak dapat diatur karena dilaksanakan di sekolah, peneliti memprediksi bahwa hal tersebut dapat menyebabkan ketegangan (tensi) yang berkaitan dengan identitas profesional.
Penelitian ini bertujuan untuk mempelajari tensi identitas profesional yang dirasakan oleh guru praktikan Bahasa Inggris dari Universitas Sanata Dharma selama PPL. Ada dua pertanyaan yang diangkat dalam penelitian ini, yakni (1) “Apa saja tensi identitas profesional yang dirasakan oleh guru praktikan Bahasa Inggris selama mendapat pengalaman mengajar di sekolah?”, dan (2) “Apa saja strategi penanggulangan yang digunakan oleh guru praktikan Bahasa Inggris untuk mengatasi tensi identitas tersebut?”.
Penelitian ini dilaksanakan menggunakan metode penyelidikan kualitatif and survei kualitatif. Peserta dari penelitian ini adalah 9 guru praktikan dari PBI yang sudah melaksanakan PPL mereka. Peneliti melakukan wawancara sebagai instrumen pengambilan data yang utama dan kuesioner tertutup sebagai instrumen validasi untuk hasil wawancara. Analisa dari hasil wawancara digunakan untuk menjawab pertanyaan penelitian. Hasil dari kuesioner tertutup adalah bahwa peneliti tidak melakukan salah tafsir dalam menyajikan data mentah yang valid dari transkrip wawancara.
Bahasa Inggris dari PBI Sanata Dhama dapat diindikasikan merasakan dan memiliki pengalaman yang mungkin membawa mereka ke 3 jenis tensi identitas profesional, yakni (1) konflik antara dukungan yang ingin diberikan dan yang dapat diberikan kepada siswa, (2) perubahan peran dari siswa menjadi guru, (3) perbedaan konsep mengenai pengajaran, dan 3 jenis tensi berkaitan dengan setting EFL, yakni (4) persepsi guru terhadap kemampuan berbahasa Inggris siswa, (5) mengajar kemampuan berbahasa tertentu, (6) kemampuan berbahasa guru. Kemudian, hasil juga menunjukkan bahwa guru praktikan Bahasa Inggris lebih memilih untuk menggunakan strategi problem-focused untuk mengatasi tensi, meskipun strategi emotion-focused juga disebutkan. Akhrinya, peneliti juga memberikan rekomendasi bagi peneliti yang mungkin akan meneliti hal serupa di masa yang akan datang.
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
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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.
vii
ABSTRAK
Raharjo, Yohanes Maria Restu Dian. (2017). EFL Pre-Service Teachers' Professional Identity Tensions during Pre-Service Teaching Program in Schools. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Orang-orang yang ingin menjadi guru Bahasa Inggris biasanya akan masuk ke universitas yang memberikan pendidikan bagi calon guru Bahasa Inggris. Selama masa belajar, para calon guru akan mulai membentuk identitas profesional sebagai guru sejak mereka mulai melakukan program pengalaman lapangan (pengajaran mikro dan PPL), dan menjadi seorang guru praktikan. Dikarenakan adanya perbedaan kondisi dan setting di PPL yang tidak dapat diatur karena dilaksanakan di sekolah, peneliti memprediksi bahwa hal tersebut dapat menyebabkan ketegangan (tensi) yang berkaitan dengan identitas profesional.
Penelitian ini bertujuan untuk mempelajari tensi identitas profesional yang dirasakan oleh guru praktikan Bahasa Inggris dari Universitas Sanata Dharma selama PPL. Ada dua pertanyaan yang diangkat dalam penelitian ini, yakni (1) “Apa saja tensi identitas profesional yang dirasakan oleh guru praktikan Bahasa Inggris
selama mendapat pengalaman mengajar di sekolah?”, dan (2) “Apa saja strategi
penanggulangan yang digunakan oleh guru praktikan Bahasa Inggris untuk
mengatasi tensi identitas tersebut?”.
Penelitian ini dilaksanakan menggunakan metode penyelidikan kualitatif and survei kualitatif. Peserta dari penelitian ini adalah 9 guru praktikan dari PBI yang sudah melaksanakan PPL mereka. Peneliti melakukan wawancara sebagai instrumen pengambilan data yang utama dan kuesioner tertutup sebagai instrumen validasi untuk hasil wawancara. Analisa dari hasil wawancara digunakan untuk menjawab pertanyaan penelitian. Hasil dari kuesioner tertutup adalah bahwa peneliti tidak melakukan salah tafsir dalam menyajikan data mentah yang valid dari transkrip wawancara.
Bahasa Inggris dari PBI Sanata Dhama dapat diindikasikan merasakan dan memiliki pengalaman yang mungkin membawa mereka ke 3 jenis tensi identitas profesional, yakni (1) konflik antara dukungan yang ingin diberikan dan yang dapat diberikan kepada siswa, (2) perubahan peran dari siswa menjadi guru, (3) perbedaan konsep mengenai pengajaran, dan 3 jenis tensi berkaitan dengan setting EFL, yakni (4) persepsi guru terhadap kemampuan berbahasa Inggris siswa, (5) mengajar kemampuan berbahasa tertentu, (6) kemampuan berbahasa guru. Kemudian, hasil juga menunjukkan bahwa guru praktikan Bahasa Inggris lebih memilih untuk menggunakan strategi problem-focused untuk mengatasi tensi, meskipun strategi emotion-focused juga disebutkan. Akhrinya, peneliti juga memberikan rekomendasi bagi peneliti yang mungkin akan meneliti hal serupa di masa yang akan datang.
viii
ACKNOWLEDGEMENTS
First of all, I would like to deliver my biggest gratitude to Lord Jesus for all blessing, health, cleverness, and gift that are given to me so that I can finish my thesis. I also want to thank Him for giving me such dear and wonderful people around me who always supported me in doing my thesis. Without His blessing, I would not be able to finish this thesis.
I thank God for giving me such great parents who always love, educate, and support me. I would like to send my big gratitude and love to my beloved father, Yoga Raharjo, my deceased mother, Titik Diani, and my adoptive mother, Paula
Yeni, who always become my life inspiration and motivation to finish this thesis as
I always want to make them proud and happy. I also want to thank my only sibling, Georgius Arga, and all my big family members who always support me in many
ways.
I would also want to deliver my special gratitude to Yuseva Ariyani Iswandari, S.Pd., M.Ed. as my great thesis advisor. I would not be able to finish
ix
campus with his kindness, patience, and discipline. I would also thank all lecturers who have supported and guided me in many ways during my study.
I want to express my big gratitude and love for my special “Team Rangers”, my “AMT Group” who dared to unconditionally grasp my hands for riding along with me to face challenges about these past four years, who were always there, motivated, and supported me in difficult and joyful times. In addition, I do not forget to express my special gratitude to my colleague, Elizabet Afreilyanti, who spared her times to discuss with me, support and motivate me, and be my partner since the main topic of our thesis is similar. I also want to express my gratitude and respect to my seniors in S2 PBI and KBI who helped me in my thesis writing by giving advices and reading my thesis.
Finally, I deliver my thanks to my classmates, who always brought positive energies, and friends from communities who help me with their own ways. I cannot mention them one by one but I know that they gave much contribution and support to me. I would like to give all those dear people my biggest gratitude, love, and respect.
x
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK'S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... x
LIST OF TABLES ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I ... 1
A. Research Background ... 1
B. Research Questions ... 4
C. Research Significance ... 5
1. ELESP Students ... 5
2. ELESP (Study Program) ... 5
3. Future Researchers ... 5
D. Definition of Terms ... 6
1. Pre-Service Teachers ... 6
2. Pre-Service Teaching Program in School (Program Pengalaman Lapangan/PPL) ... 6
3. EFL (English as Foreign Language) ... 7
4. EFL Pre-Service Teachers ... 7
5. Identity ... 7
6. Professional Identity of Teacher ... 8
xi
CHAPTER II ... 9
A. Theoretical Description ... 9
1. EFL Pre-Service Teacher's Professional Identity ... 9
2. EFL Pre-Service Teacher's Professional Identity Tension ... 13
3. Pre-Service Teacher's Strategy to Overcome Professional Identity Tensions ... 20
B. Theoretical Framework ... 22
CHAPTER III ... 25
A. Research Methods ... 25
B. Research Setting ... 26
C. Research Participants ... 26
D. Instrument and Data Gathering Technique ... 28
E. Data Analysis Technique ... 28
CHAPTER IV ... 31
A. Professional Identity Tensions Felt by EFL Pre-Service Teachers during Student Teaching Experience at School ... 32
1. Conflict between Desired and Actual Supports Given to Students ... 33
2. Changing Role from Student to Teacher ... 38
3. Conflicting Conceptions of Learning to Teach ... 43
4. Teachers' Expectations toward Students' English Proficiency ... 45
5. Teaching a Particular Language Skill ... 47
6. Teachers' Language Proficiency ... 48
B. EFL Pre-Service Teachers' Coping Strategies to Overcome Professional Identity Tensions ... 50
1. Problem-Focused Coping... 51
2. Emotion-Focused Coping ... 54
CHAPTER V ... 57
xii
B. Recommendations... 58
xiii
LIST OF TABLES
Table 3.1. Example of Raw Data Table ... 29
Table 3.2. Example of Table for Analysis ... 29
Table 4.1. Types of Tension ... 32
xiv
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
1
CHAPTER I
INTRODUCTION
This chapter consists of four parts. The first part is research background which discusses about the research concern or rationale and the description of the topic. The second part is the research questions which is about the formulation of the problem that will be answered through this research in a form of questions. The third part is the research significance which identifies about the benefits of this research for several related parties. The last part is the definition of terms which explains several key words related to the research.
A. Research Background
Indonesian people who want to become an English teacher usually enroll to a university which provides training for English teacher candidates. Sanata Dharma is one of the universities in Indonesia which is known for its English Language Education Study Program (ELESP). ELESP is dedicated to educate the teacher candidates who will be an English teacher (Pendidikan Bahasa Inggris, 2012) for EFL (English for Foreign Language) students, since English is still considered as a foreign language in Indonesia. According to Verplaetse & Migliacci (2008), EFL students are "students who are studying English in a country where English is not the primary language" (Jackson, 2015, p. 20).
2
becoming English teachers. The students will also have chances to apply those theories into the practices during Pre-Service Teaching Programs which begin since the sixth semester. Since doing the pre-service teaching program, the students will begin to develop their professional identity as teacher. This is in line with Chong, Low, & Goh (2011) who argued that professional identity begins even before they enter the teacher preparation programs and continue to evolve as they are undergoing the teacher preparation programs.
Pre-Service Teaching Programs in ELESP are divided into two phases. The first phase is Micro Teaching (MT), a course involving student teachers in supervised class-based teaching practice where they have to teach their classmates and/or juniors (Fakultas Keguruan dan Ilmu Pendidikan, 2013). The second phase is "Pre-Service Teaching in School" or Program Pengalaman Lapangan (PPL), the final program covers the practice of teaching and school administration which takes place in the school under the supervision of senior teacher (guru pamong) for about 2 or 2,5months (Fakultas Keguruan dan Ilmu Pendidikan, 2013). Since and during the process of 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).
3
classroom setting and condition. The classroom setting and condition during the teaching practices at MT have the possibility to be arranged. For example, the students of MT can pretend to be cooperative students when one of their classmates practice teaching in front of the classroom. This is supported by the statement from Allen & Ryan (1969) that "in the practice setting of micro teachings, the rituals of time, students, methods of feedback and supervision, and many other factors can be manipulated" (as cited in Nutriansi, 2015, p. 12). Meanwhile, the setting and condition during the teaching practices at PPL have less or even do not have possibility of being manipulated since it takes place at school where the PSTs will teach school students whom they have not known before.
The gap between MT and PPL can cause struggles for PSTs during the PPL. They have to struggle in the process of transition (related to their roles) from being a student into being a teacher (Pillen, Beijaard, & Brok, 2013), where they will be demanded to act more as a teacher in PPL. They also have to struggle in matching their beliefs of teacher as profession with the social, academical, characteristics, and demands of the school where they do their teaching practices. These struggles are defined as professional identity tensions by Pillen et al. (2013) because those struggles happen between the pre-service teachers (as a person and as a professional) and the unsuitable situations, during the PPL.
4
researcher had difficulty in behaving as a teacher toward the students since he still considered himself as a university student. The researcher also found that his beliefs about teaching were not quite suitable with the students’ conditions. After reflecting on the self-experiences, the researcher predicted that other PSTs from ELESP who did PPL at the same period (July – December 2016) might also experiences similar tensions which were faced by the researcher.
Based on the phenomenon of professional identity tensions in the ELESP PSTs, the researcher decides to conduct the research about the professional identity tensions that emerge during the PPL. Through this research, the researcher also wants to conduct the research regarding to the strategies that are used by the PSTs to overcome or cope with the tensions. Therefore, this research is also expected to provide some benefits to the PSTs related to the tensions that they will face in pre-service teaching program and the way to solve and overcome those tensions.
B. Research Questions
Based on the research background, the researcher will focus on the EFL Pre-Service Teachers and their experiences during pre-service teaching program in school (PPL). Therefore, this research will answer these following questions:
1. What are professional identity tensions which are felt by EFL Pre-Service Teachers during their placement in student teaching experience at school? 2. What are the coping strategies used by EFL Pre-Service Teachers to
5 C. Research Significance
This research is expected to provide benefits for the following parties: 1. ELESP Students
This research will be related to the experiences of ELESP pre-service teaching program participant (ELESP pre-service teachers). It will discuss about the professional identity tensions and the strategy to overcome those tensions, which is taken from the collection of experiences from interviewed pre-service teachers who have conducted their teaching practice at school during PPL. Therefore, the ELESP students who will take future PPL can have prior images about PPL, what tensions they might face, and how to overcome the tensions. 2. ELESP (Study Program)
The result of this research will be taken from discussing the collection of experience from pre-service teachers who have done their PPL. Considering that this research is related to a program from study program for its students, the study program can use the research result as one source of evaluation. Therefore, it is hoped that this research can help or take part in improving a pre-service teaching program in school (PPL), which is one of the main teaching preparation programs in ELESP.
3. Future Researchers
6
reference and to encourage the future researchers to do researches about future pre-service teachers' professional identity tensions.
D. Definition of Terms
1. Pre-Service Teachers
Pre-service teachers are college students who do supervised teaching practices in school as they are preparing in becoming a good quality teacher (Mergler & Spooner-Lane, 2012). Pre-service teachers can be defined also as college students of teacher training or education program, the program in which they complete before begin teaching as real teacher (Rahimi, 2015). Therefore, the pre-service teachers in this study are college students who are conducting their teaching practices in a teaching preparation class or in a university-partner school. 2. Pre-Service Teaching Program in School (Program Pengalaman
Lapangan/PPL)
7 3. EFL (English as Foreign Language)
According to Verplaetse & Migliacci (2008), EFL students are "students who are studying English in a country where English is not the primary language" (as cited in Jackson, 2015, p. 20). In line with the statement, the researcher states in this research that EFL refers to the condition where English is not the primary language. Further, the research is conducted in Indonesia where English is still considered as not the primary language.
4. EFL Pre-Service Teachers
Considering that the definition of pre-service teachers and EFL have been stated above, the researcher defines EFL pre-service teachers as college students of English Language Teaching department who involved with school-based field experience in a country where English is not the primary language. In this research, EFL Pre-Service Teachers refer to ELESP students from batch 2013 who have taken their Pre-Service Teaching Program in School (PPL) at university-partner schools during their 7th semester, around July to December 2016.
5. Identity
8 6. Professional Identity of Teacher
Beijaard, Verloop, & Vermunt (2000) defines the professional identity as how someone see himself based on his profession, which affects his beliefs, behaviors, and roles toward the profession itself. Further, related to the professional identity of teacher, Beijaard, Meijer, & Verloop (2004) defines it as the concept or image of self which determine a teacher in behaving toward his profession. It can affect on how the teacher develops, teaches, and gives responses toward the educational conditions (changes and updates).
7. Professional Identity Tensions of Teacher
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two major parts, namely the theoretical description and the theoretical framework. The theoretical description will present theories about the EFL service teachers' professional identity, the EFL pre-service teachers' professional identity tensions, and the EFL pre-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
10
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.
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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.
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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.
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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
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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).
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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.
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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.
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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
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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 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
19 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
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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
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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).
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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.
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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.
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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.
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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.
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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
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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
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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
[image:45.595.85.513.242.616.2]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
30 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.
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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.
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A. Professional Identity Tensions Felt by EFL Pre-Service Teachers
during Student Teaching Experience at School
[image:48.595.86.514.219.745.2]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)
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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
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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'
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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.
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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)."
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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)."
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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.
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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)."
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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)."
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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
