A STUDY OF
TEACHER PROFESSIONAL IDENTITY FORMATION ON
PPG STUDENTS BATCH 2016 IN ELESP USD
A
SARJANA PENDIDIKANTHESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Martha Giovani Anggasta Paramita Student Number: 131214037
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
TEACHER PROFESSIONAL
II}ENTITY
FORMATION
ON PPG STIJDEI{TSBATCH
2016IN
ELESP USDBy
Martha Giovani Angga$a Paramita Shrdenr Number: l3l2l4037
Date
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A STUI}Y OF
TEA C H F',R PROF E SSIOIYAL IDEN
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STATEMEI\T
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ORIGINALITY
I honestly declare that this thesis, which I have writterq does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientiflc paper should.
Yogyakart4
ll
July 2017The Writer
-\\,
Martha Giovani Anggasta Paramita
13t214037
LEMBAR
PERSETUJ LIAN PUBLIK.ASIKARYA
ILMIAH
UNTUK
KEPENTINGAN AICADEMISYang bertandatangan di bawah ini, saya mahasiswi Universitas Sanata Dhmma:
Nama
: Martha Giovani AnggastaParamita NomorMahasiswa :13T214037Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A
STUDY OFTEACHER PROFESSIONAL
IDENTITY
FORMATION
ONPPG STUDENTS BATCII2O16
IN
ELESP USDbeserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sana1a Dharma hak untuk menyimpan, mengalihkan dalam bentuk nredia lain, mengelolanya dalam bentuk pangkalan
dat4 mendistribusikan secara terbatas, dm rnsmpublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta rjin dari saya atau
memberikan royalti kepada saya selama tetap mencantunkan nzlma saya selaku
penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat diYogyakaaa
Pada tanggal: 1 1 Juli 2017
Yang menyatakan
ABSTRACT
Paramita, Martha Giovani Anggasta. (2017). A Study of Teacher Professional Identity Formation on PPG Students Batch 2016 in ELESP USD. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
By releasing the Na wacita, the Jokowi administration shows its intention to energize the improvement of teacher qualifications. The existing regulations about teachers still become references for better quality of national education. The existence of regulations about teachers and Na wa cita which comes after, seem to have a good synergy. One of the targets in Na wa cita supports the Teacher Profession Education Program [PPG Program].
For the first time in 2016, ELESP USD had the opportunity to establish PPG Program. There were 12 students coming from NTT and one student coming from Kudus. They were bachelor degree graduates who have joined Sarjana Mendidik di Daerah Terdepan, Terluar, Tertinggal [SM-3T]. Since most of them were coming from NTT, a region with a limited access of information and a lack of facility, it led them to encounter some personal and cultural problems in the PPG Program.
In line with the background above, the researcher addressed one reasearch
question. The question was “How did the students of PPG Program batch 2016
form their teacher professional identity?” The aim of this research is to
investigate the professional identity formation undergone by students of PPG Program. Since this research is to get rich description of the participants’ teacher professional identity formation, the qualitative method is used. The researcher chose three participants purposively; i.e., those who have good verbal communication and willingness to share. The researcher employed focus group interviews to gather the data. The data were processed through transcribing the text, coding, identifying the sub-themes, interconnecting themes, determining emergent themes, and interpretation.
The interpretation led to an understanding of the how the participants formed their teacher professional identity. The results of the research showed the text description of each participants and two emerging themes: (1) self-construction and (2) being a professional teacher. In the text description, it is found that the participants have formed their teacher professional identity by having self-reflection, maintaining self-esteem, and having willingness to be a professional teacher.
Keywords: teacher professional identity, professional teacher, “self”, PPG
ABSTRAK
Paramita, Martha Giovani Anggasta. (2017). A Study of Teacher Professional Identity Formation on PPG Students Batch 2016 in ELESP USD. Yogyakarta: Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Dengan adanya Nawacita, pemerintahan Jokowi bermaksud untuk menggiatkan peningkatan kualifikasi guru. Peraturan-peraturan tentang guru yang sudah ada masih menjadi acuan untuk kualitas pendidikan nasional yang lebih baik. Eksistensi dari peraturan tentang guru dan Nawacita yang dibentuk setelahnya, memperlihatkan hubungan sinergi yang baik. Salah satu target Nawacita adalah mendukung Program Pendidikan Profesi Guru.
Tahun 2016, untuk pertama kalinya, PBI USD berkesempatan untuk menyelenggarakan Program PPG. Ada 12 mahasiswa-mahasiswi dari NTT dan seorang mahasiswi dari Kudus. Mereka merupakan lulusan S1 yang mengikuti Program SM-3T. Oleh karena sebagian besar dari mereka berasal dari NTT, daerah dengan keterbatasan informasi dan kurangnya fasilitas, hal itu membuat mereka menghadapi beberapa persoalan personal dan budaya selama mengikuti Program PPG.
Sehubungan dengan latar belakang di atas, peneliti merumuskan sebuah masalah, “Bagaimana mahasiswa-mahasiswi Program PPG angkatan 2016 membentuk identitas guru yang profesional?” Tujuan dari penelitian ini untuk meneliti pembentukan identitas guru yang profesional dari mahasiswa-mahasiswi Program PPG. Karena penelitian ini bertujuan untuk mendapatkan deskripsi rinci terhadap pembentukan identitas guru yang profesional dari responden penelitian, maka peneliti menggunakan metode kualitatif. Peneliti memilih tiga responden dengan maksud tertentu, yakni memilih responden yang memiliki komunikasi verbal yang baik dan berkeinginan untuk berbagi pengalaman. Dalam pengumpulan data, peneliti menggunakan focus group interview yang diadakan dua kali. Data diproses dengan menranskrip teks, mengode, mengidentifikasi sub-tema, menghubungkan tema, menentukan tema yang muncul, dan menginterpretasi.
Interpretasi mengarah pada pemahaman terhadap bagaimana responden membentuk identitas guru yang profesional. Hasil penelitian ini menunjukkan teks deskripsi dari setiap responden dan terdapat dua tema yang muncul: (1) pembentukan pribadi dan (2) menjadi guru profesional. Dalam teks deskripsi ditemukan bahwa responden telah membentuk identitas guru yang profesional dengan memiliki sel-reflection terhadap pengalaman yang mereka lalui, mempertahankan self-esteem dalam diri, dan memiliki keinginan untuk menjadi guru yang profesional.
ACKNOWLEDGEMENTS
Above all, I praise the Almighty God, Jesus Christ, Holy Spirit, and Mother Mary for the blessings in my life. I thank them for leading through the process of my thesis. I dedicate this thesis as my biggest thank to my life guardian, Antonia Dwi Aryati and Petrus Triyana, and my beloved brother Yosafat Sasmito Condro Sujito for the unstoppable love, prayers, and support. They are my life inspiration and motivation to finish this thesis. My special gratitude also goes to the one I give my heart to, Stanislaus Kris Bangkit Tri Putra. I thank him for his love, presence, and lots of motivation. I am so thankful to have them in my life.
I sincerely thank my advisor, Markus Budiraharjo, M.Ed., Ed.D., for his guidance, patience, suggestion, and support so that I could finish my thesis. He has always been a motivating figure. I would like to express my deepest gratitute for his advice for my thesis progress. I am also thankful to Drs. Y. B. Gunawan, M.A., as my academic advisor for his patience to guide me during these four years. My gratitude is also addressed to all lecturers of PBI USD for the guidance and PBI secretariat: Mbak Daniek and Mas Yudho for facilitating me during my study in USD. I would also like to address my thankfulness to my research participants for the priceless contribution in my thesis.
Nindya Primandita Kristianingrum for giving support and suggestions; my proofreaders, Mbak Eli, Mas Danu, and Ryan for giving advice and reading my thesis; and my companions, my classmates for our togetherness during these four years.
May God always bless them all.
Sincerely,
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 ... xii
LIST OF FIGURES ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I. INTRODUCTION A. Research Background ... 1
B. Research Question ... 5
C. Research Significance ... 5
D. Definition of Terms ... 6
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 10
1. Teacher Professional Identity ... 10
2. Professional Teacher ... 16
3. “Self” ... 20
4. Focus Group Interview ... 23
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ... 28
B. Research Setting ... 29
C. Research Participants ... 29
D. Instruments and Data Gathering Technique ... 32
E. Data Analysis Technique ... 33
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. Text Acquisition ... 38
B. Text Description ... 43
1. Self-construction ... 43
2. Being a Professional Teacher ... 53
C. Text Interpretation ... 59
1. Self-construction ... 59
2. Being a Professional Teacher ... 61
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 63
B. Recommendations ... 65
REFERENCES ... 67
LIST OF TABLES
Table 2.1 Four Ways to View Identity ... 11
Table 3.1 Table of Coding... 35
Table 3.2 Component and Indicators ... 35
Table 3.3 Table of Interconnecting Sub-theme ... 36
Table 4.1 Research Participants... 38
LIST OF FIGURES
LIST OF APPENDICES
CHAPTER I
INTRODUCTION
This chapter is a prologue chapter which provides the background information of this research. There are four parts, namely research background, research question, research significance, and definition of terms. The first part presents the reason of choosing the topic. The second part addresses a research question. The third part explains the gained benefit of this research. The last part explains the terms which are used in this research.
A. Research Background
Referring to the Nawacita—the 9 priority agendas of Jokowi-JK which was applied by Joko Widodo presidency in 2014 for the government programs, Ministry of Education and Culture endeavors to develop the educational and cultural reformation by issuing the policy direction of educational and cultural development. There are six targets of that policy direction. Thus, the intention of the policy direction is to determine its six targets. One of the targets is the improvement of teacher qualification.
achievement in learning. Hence, the role of teachers is significant for improving the quality of national education.
Since the government gives a clear idea of its intention to create better human resources in educational and cultural fields, teachers should have certain qualifications. The existing regulation about teachers still becomes the reference for good quality of national education. Based on Undang-undang Republik Indonesia No. 14 Year 2005 about Teachers and Lecturers, a teacher is a professional educator that carries some primary tasks of educating, teaching, guiding, coaching, assessing, and evaluating learners (article 1). Teacher is an agent of learning who has the function to improve the quality of national education (article 4). Teacher is to accomplish the national education system in order to actualize the target of national education (article 6). Teacher should have qualifications of four competences such as pedagogy, personality, social, and academic competence (article 10).
and curriculum, managing the learning teaching processes (lesson plan, syllabus, teaching implementation in classroom), having good personality towards students, colleagues, parents, and society, succeeding the Teacher Competency Test [Ujian Kompetensi Guru], getting certificate, and other stuffs which are related to the standard measurement of professional teacher. On the contrary, Henkel (2005) suggests that professionalism develops in the orientation of the study and future profession, and is sustained upon individual and collective values, sense of meaning, and self-esteem in the profession education. Therefore, how to define the meaning of professional teacher is elucidating their own understanding toward their identity, motivation, perceived growth, emotion, and experiences that they have gone through during their process of becoming.
In response to the issue, in 2013, the government planned out the certification program through Teacher Profession Education Program [Progra m Pendidikan Profesi Guru/PPG Program]. This program is to create professional teachers (Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 87 Year 2013). Therefore, this program is for those who have taken their bachelors degree (S1). It is held by selected universities which have standards of educational institution and determined by Ministry of Education and Culture.
assigned to teach at Frontier, Outermost, and Underdeveloped Areas [Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal/SM-3T] held by the government.
According to Budiraharjo and Lasar (2016), in the ongoing program, it was found that there were some major problems that happened to them. The students of PPG Program encountered personal and cultural matters because there was big gap between their learning experiences in NTT and Yogyakarta.
Pertama, para mahasiswa dengan latar belakang sosio-kultural NTT ditemukan mengalami kesulitan komunikasi pada a wal-a wal pelatihan di USD. Ini karena diksi (pilihan kata), kerangka berpikir kultural yang berbeda, kebiasaan dan pola relasi antar dosen-mahasiswa yang sangat berseberangan dengan pengalaman di NTT. Kedua, secara linguistik, ada perbedaan mencolok dalam struktur kalimat. Para mahasiswa da ri NTT ditemukan memiliki kebiasaan untuk menggunakan double negatives dengan tingkat frekuensi yang tinggi. Ini menjadi sumber persoalan yang tidak mudah dipecahkan tanpa ada kesediaan untuk saling membangun pemahaman satu sama lain (p. 24).
(First, the students with NTT socio-culture background found that they experienced on difficulty of communication in the beginning of the training in USD. This is because the dictions, cultural thinking framework, habits, and relation between lecturers and students are different with their experience in NTT. Second, linguistically, it is found that they have a habit of using double negatives frequently. This becomes the main problem which is not easy to be solved without any willingness to built understanding to each other.)
Therefore, with the insufficiency they have, the researcher is going to study how they form their identity of a professional teacher through their experiences that they had gone through during their process of becoming which influenced their professional identity to be an English teacher. Moreover, according to Dahlgren and Chiriac (2009), “professionalization processes and developments
are important to study in order to understand the transition from teacher education to professional work as part and parcel of the construction of a professional identity as a teacher” (p. 3). Moreover, teacher education program is considered to
be the important stage in relation to students’ professional identity because in the program, students will gain the understanding of becoming professional teachers (Izadinia, 2013).
B. Research Question
In this research, the researcher formulates a question drawn from the research background. The question here helps to frame a description so as to make meaningful narration. The question is: How did students of PPG Program batch 2016 form their teacher professional identity?
C. Research Significance
1. The Students of PPG Program batch 2016
Every student of PPG Program will be aware of experiences that they were going through during the process of becoming. The findings of this research will become their reflection on development of their teacher professional identity. This research hopefully can lead the students of PPG Program to develop their identity as teachers.
2. The PPG Program Lecturers
This research is expected to give better understanding to the lecturers of PPG Program held in ELESP USD about the students batch 2016 toward their teacher professional identity formation. It is expected that the service for student in PPG Program still gives positive value and good experiences for them when the result of this research show that the process of becoming, especially in PPG Program really contributes to their teacher professional identity formation.
3. The Future Researchers
This research contributes some benefits for the future researchers. This research is about PPG Program in ELESP USD; moreover, this is about teacher professional identity formation, which are considerably new as the scope and topic of the research. Thus, the researcher believes that this research will give the future researchers inspiration and additional references for their research.
D. Definition of Terms
Program, and Teacher Professional Identity. The researcher elaborates the description of each term in order to avoid misunderstanding, as follows:
1. SM-3T Program
SM-3T is a special program held by government in order to provide education in remote areas. This is a chance for bachelor graduates who want to teach in remote areas. There are many privileges for the bachelor graduates who are accepted to this one-year program. The government will give priority for the bachelors graduates who are accepted to SM-3T Program in admission of becoming civil servants. After one-year service in a certain remote area in Indonesia, the bachelors graduates have scholarship to study PPG, get certificate of professional educator, have chances to join Guru Garis Depan [GGD] and
Sekolah Indonesia Luar Negeri [SILN] which offers high salary for the teachers. 2. Pendidikan Profesi Guru Program
PPG, a program formed by the government, is qualified as a higher education after obtaining bachelors degree which prepares the teacher candidates to build career by having specialty and competency as required by national education standard. This program held in the selected universities which have standards of educational institution and determined by Ministry of Education and Culture.
assessment. However, the participant also gets the enrichment study in order to master the integrated material of certain major.
The curriculum of PPG Program is in the form of workshops which cover the developing learning process apparatus, micro-teaching, peer-learning, Internship Program Course [Program Pengalaman Lapangan/PPL], and enrichment study or pedagogy. Generally, the PPG Program is expected to give the participant experiences and enrich the knowledge in order to construct their professional identity to be a teacher.
3. Students of Penddikan Profesi Guru Program
The students who joined PPG Program in ELESP USD were the 12 ELESP graduates from NTT and an ELESP graduate from Kudus. In prior to joining PPG Program in ELESP USD, they joined one-year program of SM-3T. There were relocated to Kalimantan and Papua. After finishing their program, they came home and prepared themselves to join PPG Program, the continuation program. They are selected to get the training in ELESP USD.
4. Teacher Professional Identity
Bullough (1997) suggests that teacher identity “is of vital concern to
teacher education; it is the basis of meaning making and decision making”,
consequently, “teacher education must begin, then, by exploring the teaching self”
(p. 21). In 2004, Beijaard et al. state that “the concept of professional identity was related to teachers’ concept or images of self” (p. 108). It means that professional
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter provides theories related to the research topic and it is divided into two parts, namely theoretical description and theoretical framework. The first part discusses the theories that support this research and the second part summarizes and synthesizes the major relevant theories which help the researcher to conduct the research.
A. Theoretical Description
In this part, the researcher elaborates the three main theories as the backbone of the research, namely teacher professional identity, professional teacher, and “self”.
1. Teacher Professional Identity
Human’s life is always about becoming a certain person (Wenger, 1998).
Izadinia (2013, p. 694) suggests, “the dreams we have about the type of person we
want to become influence all dimensions of our lives: the job we look for, the place we settle in, the people we interact with and even our subsequent dreams.”
In order to become a person that we want, identity will help and show us the route that we should take, adds Izadinia (2013). It seems like without identity, it is difficult to achieve the goal.
According to Gee (2000), identity is “being recognized as a certain ‘kind of
characteristics. Then, for having characteristics as a certain identity, some changes will happen in one’s life. It is because “identity is not something one has, but
something that develops during one’s whole life” (Beijaard, Meijer, and Verloop,
2004, p. 107). Therefore, identity is a ‘label’ for someone with certain recognition
which develops in a certain process of interpreting self as Gee (2000) mentions about identity.
There are four ways to view identity which contributes to form certain kind of person. Those ways can determine certain identity like teachers professional identity as well.
Table 2.1 Four Ways to View Identity
Category Process Power Source of Power 1. Nature-identity:
a state developed from forces in nature 2. Institution-identity:
a position authorized by authorities within institutions 3. Discourse-identity:
an individual trait recognized in
the discourse/ dialogue
of/with “rational”
individuals 4. Affinity-identity:
experiences shared in the practice
of “affinity groups”
(Adopted from Gee, 2000, p. 100.)
at ‘who is she’ and the answer may be ‘she is charismatic’. This is about
individual trait or personality which is recognized by others. Different to I-identity, D-identity can be nurtured to be better. The last category is affinity-identity [A-affinity-identity], the way of looking at who this person is and the answer may
be ‘this is my friends’. This is to say that this identity category comes from a
group or community with different backgrounds or characteristics of each member. It is also provides a sense of belonging.
In accordance with the essence of identity, Murphey (1998); Singh and Richards (2006) suggest identity as “the conceptualization, conscious or not, teachers have of themselves” (as cited in Izadinia, 2013, p. 694). It is to say that a
teacher has an identity called teacher identity. However, teacher is
...an expert who is capable of imparting knowledge that will help learners to build, identify and to acquire skills that will be used to encounter the challenges in life. The teacher also provides to the learners knowledge, skills and values that enhance development. An educated person is capable of utilizing the available opportunities in both private and public sectors. The educated person can easily secure employment as well as having life skills that will enable him/her to interact well in the society (Senge, 2000, p. 26).
This framework states that teacher is an expert who has a role to educate students and certain skills to interact with different students and society. In addition, as teachers, it is important to be concerned more on self-development by giving the students knowledge, skill, and value that will give both teachers and students development.
However, teacher identity considerably exists and it has been argued that teacher identity holds important roles in teaching (Izadinia, 2013).
Since identity keeps developing in a process, teacher identity is also changeable. Thus, teacher identity is not predetermined because teacher identity formation happens during an active process of learning to teach (Trent, 2010).
This “strongly determines the way teachers teach, the way they develop as
teachers and their attitudes toward educational changes” (Beijaard et al., 2004, p.
108).
Bullough (1997) suggests that teacher identity is “of vital concern to teacher education; it is the basis of meaning making and decision making”,
consequently, “teacher education must begin, then, by exploring the teaching self”
(p. 21). In teacher identity formation, teaching self is strongly needed to develop the identity because it is important to have teacher identity which leads to have commitment to the profession (Lerseth, 2013). The commitment is shown through
how teachers form the ‘only’ identity into ‘professional’ identity so that the
identity that teachers have is beyond expectation.
In 2004, Beijaard et al. state that “the concept of professional identity was related to teachers’ concept or images of self” (p. 108). It means that professional
forming personal and professional sides of becoming a teacher (Beijaard et al., 2004).
The study from Antonek, Mccormick, and Donato (1997) on professional identity formation showed that professional identity of teacher “are woven from a combination of knowledge about affect, teaching, human relations, and subject matter” (p. 24). They defined teachers as a person who has knowledge of the
learning material; teaching process (planning, implementing, assessing, and evaluating the learning process); and good relationship with students, colleagues, parents, and society. Thus, teachers should hold professionalism as their soul of occupation.
The formation of teacher professional identity can begin before students enter the teacher education program (Chong, Low, & Goh, 2011). Thus, there are some factors which may influence the formation of teacher professional identity such as historical, sociological, psychological, and cultural of the teachers (Beijaard et al., 2004). Motivation, emotion, context, and prior experiences also influence teacher professional identity formation and it is a continual flux during the certain program (Izadinia, 2013). Furthermore, professional identity refers to
the discovering of teachers’ self-performance in work and live based on
experiences in practice and their personal backgrounds (Tickle, 2000). The past experiences and personal background will always become the source of forming the professional identity.
communities, context, and prior experiences. First, reflective activity: it is considered as important process in teacher professional identity formation because students construct their own learning. Students “reflect upon their own values, beliefs, feelings and teaching practices and experiences helps shape their professional identity” (p. 699) and through reflective activities in teacher
education program evoke positive impact in students’ self-knowledge, cognitive and emotional selves, sense of agency, confidence, and self-dependency. Second, learning communities: to be in a certain community, individuals will gain confidence and commitment to the profession. Still, in communities is important to create supportive learning such as collaboration and reflection which impact the students professional identity. Third, context: the formation of professional identity may depend on contextual factors like interaction and environment. This is to say that external factors influence students development on professional identity. The last, prior experiences: this factor suggests the reasons for entering the teacher education program. The reasons are prior events and experiences. Those reasons give positive contribution to reform the identity and as learning opportunities. Nonetheless, Dewey states that “we do not learn from experiences, we learn from reflecting on experience”. Thus, by reflecting on the experiences, students can recognize the disharmony, growth, and new understanding.
According to Nias (1989), “teacher’s profesional identity is important in
the sense that it is believed to strongly determine how teachers teach, how they develop professionally, and how they apporach educational changes” (cited in
Antonek et al. (1997) propose that reflective skill will contribute to the development of students’ identity because they will relate and reflect the experiences to their own knowledge, feelings, willing and able to integrate it into their images of themselves as teachers. A students’ biography is also important to the professional identity formation such as early childhood experiences, early teacher role models, previous teaching experiences, and significant or important people and significant prior experiences (Beijaard et al., 2004). In line with this, prior experiences matter a lot to the professional identity formation.
2. Professional Teacher
As the government states in Undang-Undang Republik Indonesia No. 14 Year 2005 about Teachers and Lecturers, it is explained that teacher is a professional educator with the main role of educating, guiding, training, assessing, and evaluating the students through both formal and informal education.Hence, in order to have education improvement, teachers should hold professionalism as their soul of occupation. In 1975, Hoyle defines professionalism as “strategies and rhetorics employed by members of an occupation in seeking to improve status, salary, and conditions” (p. 315). However, in 2001, he adds that professionalism
In accordance with the explanation above, teachers need to develop their professionalism to have good service quality and focus on qualification, capacity, and competence of an occupation. According to Richards and Renandya (2002, p.
385), “professional growth becomes a top priority”. Hence, as teachers, the
self-development toward professionalism should be increased since it is not only about mastering the knowledge of subject matter, but also the knowledge of pedagogy (Richards & Renandya, 2002). Lange (1990) adds that professional development
is “continued growth before and throughout a career” p. 250). Nonetheless,
professional development requires motivation and commitment which become the concept of teacher to identify them as professionals (Avalos & De Los Rios, 2013). The significant reason is that being a professional needs long journey and triggered by having certain qualification and competencies understanding such as pedagogy, personality, professional, and social and keep on track to develop the professionalism as a teacher (Mulyasa, 2008).
In identifying themselves as professionals, teachers find criteria of being professional teacher. According to Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 87 Year 2013 about Teacher Profession Education [PPG] Program, the requirement of being professional teacher is the students who succeed the competency test and get a certificate of professional educator (article 11). Then, PPG Program graduates will be given professional title: Gr behind the name and they are entitled as a professional (article 14). The government regulation gives a perspective that professional is measured by a test.
Conversely, as cited in Dhae (2014), Sockcet as in Reagan and Charles, 2009, proposes that standard measurements are not only the one which considers whether a person is professional. It means that the meaning of professional teacher can be seen from another perspective by looking out the essence of professional teacher from informal ways since “in reality the professional development of most
language teachers occurs in a variety of informal ways” (Senior, 2006, p. 65).
That is to say that being professional teacher is not only because of the qualification measurement. Thus, Baggini (2005) states, “for today’s teacher, professionalism is interpreted in terms of what extent the teachers overcome the difficulties and what extent they are able to use their skills and experiences related
to their profession” (as cited in Demirkasımoğlu, 2010, p. 2049). Experiences are
the key of someone’s growth.
Demirkasımoğlu (2010) argues that “the qualifications of professional
teachers are ‘being good at his/her job’, ‘fulfilling the highest standards’, and
standards, and achieve excellence can be answered through constructing own understanding of being a teacher. Bereiter (1994) proposes that own understanding is constructed through experiencing things and reflecting those experiences. This framework elaborates that experience will help teachers to improve the quality by conceiving idea or plan in teaching or deepening the teacher profession. Therefore, teachers do need particular standards to support the quality.
The new pride in professionalism takes the perspective that teachers are not slaves to rules and routines established in state education departments and textbooks publishing houses. Rather, they are reflective decision-makers, selecting objectives and teaching procedures to meet the needs of different learners (Sadker & Sadker, 1997, p. 29).
According to Sadker and Sadker, teachers need to develop themselves in a positive way which is being self-reflective so that teacher can achieve a win-win situation: teachers deliver the knowledge well and students can absorb the knowledge. It means, teachers should know what things should do in the interaction of teaching and learning. Therefore, in order to create positive atmosphere in learning, teachers need to choose the suitable activity.
3. “Self”
In order to have professional identity, students need to recognize the “self”. In other words, students should know how to maintain a positive sense of their identity. It refers to the meaning of self toward teacher profession and includes the quality of becoming a teacher which related to the four competencies proposed by Mulyasa (2008). Hence, students, in order to be a teacher along with its professional identity, responsibility, and demands adherence, need to construct the
“self” to fulfill their self-concept.
As cited in Epstein (1973), William James (1910) identifies self as “consisting of whatever the individual view as belonging to himself” (p. 2) and
Lecky (1945) “identifies self as the nucleus of the personality” (p. 3). William
James explains that the ‘belonging’ includes a material self, a social self, and a spiritual self. The material self is the individual’s own body, family, and
possessions. The social self is the individual’s relation with others. The spiritual
self is the emotions and desires. Those aspects have competence to heighten the self-esteem. Moreover, Cast & Burke (2002) espouse that “self-esteem is one of the most parts of the self-concept” (p. 1041).
(2001) about the dimensional esteem, stated that competence (so-called
self-competence) is closely related to Bandura’s (1989, 1992) self-efficacy. This is to
say that self-efficacy is part or self-esteem. Bandura (1989) defines self-efficacy as “people’s beliefs about their capabilities to exercise control over events that
control their lives” (p. 1175). Thus, self-efficacy is a belief of individuals’
capability in dealing with certain situation.
Having self-efficacy can determine the level of motivation. The stronger self-efficacy is perceived, the higher the goals set and the firmer the commitment to the goals. Furthermore, self-determination which involves “a sense of having to
engage in the actions” (Marylène Gagné & Deci, 2005, p. 334) is formed, and
then the goals accomplish. In the preparation of becoming a teacher, self-efficacy is strongly needed in order to achieve the professional works of teachers. Implicitly, they will have self-determination in which they will stick to the goals with their commitment. In addition, “those who have a strong belief in their
forming professional identity in relation to be a professional teacher. Expectations and other people will affect the motivation of a person but intrinsic desire will contribute most since “intrinsically motivated achievement behavior more
desirable than externally motivated behavior” (Stipek, 1988, p. 81).
In order to approach esteem along with efficacy and self-motivation, self-awareness strongly determines how individuals monitor their
acts. It is because “self-awareness is believed to be an inherently self-evaluate
state in which one views oneself as an object” (Pyszczynski & Greenberg, 1987,
p. 133). Self-awareness will help to evaluate and reflect on individuals’ acts or characters. Also, it implicitly helps individuals maintain their responsibility on the determined goals.
4. Focus Group Interview
In conducting this research, the researcher employed focus group interview to obtain the data. Since this approach is considered as infrequently used, the researcher elaborates focus group interview in detail. Focus group interview is “to collect shared understanding from several individuals as well as to get views from
specific people” (Creswell, 2012, p. 218). Lederman (1995) states that focus
group interviews are “a technique involving the use of in-depth group interviews
in which participants are selected because they are a purposive” (as cited in Rabiee, 2004, p. 655).
The participants in this approach are “selected on the criteria that they
would have something to say on the topic, are within the age-range, have similar socio-characteristics and would be comfortable talking to the interviewer and each
other” (Rubiee, 2004, p. 655). Thus, focus group interview lets the researcher get
the depth information through inter-personal relationship. It is because how people interact naturally is influenced by others. Furthermore, by listening to others’ opinion, it can stimulate others participants to form their own opinion. Also, the participants are free to answer in their own words. Hence, according to Ary et al. (2010), focus group interviews bring different perspective of the participants. In addition, focus group interview are “helpful when the researcher is
studying a topic that is new or one for which little information is available” and is
similar socio-characteristics. Second, the environment should be comfortable. Third, focus group interview has a moderator who skillful and communicative in the discussion. Fourth, the analysis and reporting should be systematic, verifiable, and appropriate. In conducting focus group interview, the researcher should record the conversation and take notes during the interview.
Focus group interview is part of qualitative research. Hence, the approach to analyze the data employs the analytical process. As cited in Rubiee (2004, p. 657), Ritchie and Spencer (1994) propose the framework analysis of focus group interview which consists of five key stages. They are familiarization, identifying a thematic framework, indexing, charting, mapping and interpretation. The analysis employs a thematic approach which allows themes to develop.
Some researchers had been employed focus group interviews as the approach to obtain the data. They were Kagan, Dennis, Igou, and Moore (1993) who examined the effects of a staff development program on the professional lives of four elementary teachers. The result was the teacher did not learn new thing but they recommit themselves to the profession. In addition, Rubiee (2004)
states that “focus group interview is becoming increasingly popular in health
research for exploring what individuals believe or feel as well as why they behave in the way they do.”
B. Theoretical Framework
“how did students of PPG Program batch 2016 form their teacher professional
identity?” In this part, the researcher explains the relation between theories proposed by the researcher with the research question and how the theories will help the researcher to anwser the question.
Teachers still become the main focus of the government in order to improve the national education building. Some regulations about teachers are formed by the government so it means that government gives special attention to teachers. On the teachers’ hands, they should accomplish the requirements as
teachers. The four competencies should be mastered by the teachers. Certainly, professionalism should stick to them. However, professionalism becomes the highlighted issue in education field. Hence, the government plans out certification program through teacher profession education program called PPG Program.
In PPG Program of ELESP USD batch 2016, there are 13 students joined this program. It is found that the students have insufficient knowledge in English (Budiraharjo & Lasar, 2016). Meanwhile, professionalism is strongly needed for them as future teachers. In line with this, the researcher is going to find out to how the students of PPG Program formed their teacher professional identity. To answer this question, the researcher uses the theory of teacher professional identity, professional teacher, and “self”.
teacher professional identity is formed and the factors may influence the formation of teacher professional identity.
The significance of identity is obtained from Wenger (1998), Izadinia (2013), Gee (2000), and Beijaard, Meijer, and Verloop (2004). Identity is kind of person which develops during one’s whole life. Then, the theory of teacher
identity employed from Beijaard et al. (2004), Izadinia (2013), Trent (2010), Bullough (1997), and Lerseth (2013). From those experts, the researcher concludes that teacher identity is important to have in order to feature the commitment to the profession because it is determined by the process of learning to teach.
Furthermore, the theory of teacher professional identity is employed the theory proposed by Beijaard et al. (2004), Antonek, Mccormick, and Donato (1997), Chong, Low, and Goh (2011), Izadinia (2013), and Tickle (2000). Teacher professional identity is about how teachers understand and identify themselves as a professional. Based on the discussion, it is found that teacher professional identity happens in an ongoing process of forming personal and professional sides of becoming a teacher.
In the second part of theoretical description, the researcher discusses about professional teacher. The researcher employs some theories from Hoyle (1975),
Demirkasımoğlu (2010), Englund (1996), Richards and Renandya (2002), Avalos
is the soul of teacher. It means, as teachers, it is important to improve the service quality. The service quality includes the four competencies of teacher: pedagogy, personality, professional, and social. Becoming a professional teachers is not merely only because succeeding the measurement stuff but also the self-understanding toward teacher profession and the soft skill to encounter the difficulties.
In the last part, the researcher employs some theories related to “self”. This
theory brings up the intrinsic encouragement such as self-concept (James, 1910; Lecky, 1945), self-esteem (Cast & Burke, 2002; Gecas & Schwalbe, 1983; Tafarodi & Swann, 2001), self-efficacy (Bandura, 1989), self-motivation (Cast & Burke, 2002; Stipek, 1988), and self-awareness (Pyszczynski & Greenberg, 1987). These “self” concepts influence the forming of teacher professional identity. What comes from the inside matters a lot to the decision making.
The theory of teacher professional identity, professional teacher, and “self”
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the methodology of the research employed to answer the research questions. This chapter consists of five parts, namely research method, research setting, research participants, instruments and data gathering technique, and data analysis technique.
A. Research Method
In conducting this research, the researcher implemented qualitative approach. According to Fraenkel and Wallen (2009) qualitative research is “investigation of the quality of relationship, activities, situations, or materials” (p.
435). It is said as investigation because the nature of qualitative research is to understand a holistic picture in order to get depth understanding rather than a numeric analysis of data (Ary, Jacobs, Sorensen, & Razavieh, 2010). The researcher as qualitative researcher is interested “in understanding how people
interpret their experiences, how they construct their worlds, and what meaning they attribute to their experiences” (Merriam, 2009, p. 5). Hence, the researcher employed qualitative research to interpret the student’s phenomena of teacher professional identity formation during the process of becoming.
researchers employed basic interpretative study. The researcher provided descriptive accounts of understanding through the data gathered (Ary et al., 2010). Therefore, the result of this research would provide a rich description. Furthermore, in gathering the data, the researcher conducted focus group interviews in order to describe how the students of PPG Program formed their teacher professional identity.
B. Research Setting
The research was conducted in English Language Education Study Program of Universitas Sanata Dharma. This research focused on studying the students teachers of PPG Program batch 2016 which was held in ELESP USD. The data gathered in the odd semester (November – December 2016), academic year 2016/2017 which was on (1) 27 November 2016 at Students Residence of Universitas Sanata Dharma and (2) 4 December 2016 at Almond Bakery and Gelato. It was conducted when participants finished the workshop and Internship Program Course [Program Pengalaman Lapangan/PPL].
C. Research Participants
In this research, the purposive sampling was chosen. Ary et al. (2010)
explain that “purposive sampling—also referred to as judgment sampling—
intentionally selects individuals and sites to learn or understand the central
phenomenon” (p. 206). The participants were chosen by purpose(s) of the
researcher. Neuman (2006) mentions the participants of the research are those who have relevance to the research topic. In addition, Creswell and Clark (2010) propose that the researcher should choose the participants who had sufficient knowledge and direct experience of related discussion. Besides, the participants should have good verbal communication and willingness to express then explain their experience.
1. Participant 1
P1 was one of male students of PPG Program who came from NTT. Actually, he originally came from Timor Leste. However, because the lack of facilities in Timor Leste, he moved to Atambua, NTT with his uncle and aunt to study. In 2012, he graduated from English Education in one of the universities in Kupang, then he worked in elementary school and junior high school in Belu Regency, NTT. While working there, he was inspired by his friend to join SM-3T. Fortunately, he was accepted to join SM-3T in Papua and quitted from his job. After joining one-year-program of SM-3T, he joined PPG Program in ELESP of USD as the continuation program of SM-3T Program.
2. Participant 2
P2 was one of female students of PPG Program who came from Alor, NTT. She ever failed to pass the National Examination twice. However, she is a vigorous person who never give up. She even graduated from university in Kupang on time. She was belong to Education Department though she did not have motivation to learn English. After graduating from university, she came back to Alor and lived with her family. Then, she tried to join SM-3T. After long process to go, fortunately she was accepted to join this program and was placed in Kalimantan. After finishing the program of SM-3T, she was selected to join PPG Program in ELESP of USD.
3. Participant 3
motivation to join English Education in one of universities in Kupang. She studied in the same university as P1 and P2. However, she was younger than them. After graduating from university, she registered herself to join SM-3T Program. By joining the SM-3T Program, it shows that P3 is really determine to be a teacher. She admits that she loves teaching. She enjoyed to be a devoted teacher in Kalimantan and to learn more about teaching in ELESP USD.
D. Instruments and Data Gathering Technique
The researcher employed an interview guideline as an instrument. In order to gather the data for answering the research question, the researcher made use of interview guideline since the interview was conducted. Interview was chosen as the type of qualitative data that the researcher used in gathering the data. “A qualitative interview occurs when researcher ask one or more participants general, open-ended questions and record their answer” (Creswell, 2012, p. 207). In this research, the researcher conducted focus group interviews. This technique is open-ended information which means that the researcher gathers through interaction with participants. The researcher asked open-ended questions during the interview so that the participants could answer or give their open-ended response in their own words.
on the components and indicators in Table 3.2. Therefore, the interview guidelines helped the researcher to guide the participants to the topic.
The interviews were using Indonesian since it is the participants’ mother tongue. The purpose was to avoid misunderstanding between the researcher and the participants during the interview and to get better understanding. After obtaining the data, the researcher transcribed the interview records. The transcription of the interviews then was validated by member checking.
E. Data Analysis Technique
Figure 3.1 Analysis Techniques
(Adapted from Ary et al., 2010 and Creswell, 2012.)
The first stage is familiarizing and organizing. In this step, the researcher transcribed the audio recording of the interview into a text. When transcribing the audiotape recording of the interviews, the researcher converted the audiotape recording into text data as it is, appears as appearances. This step is important in order to capture the essential nature and meaning from participants’ experiences. After transcribing, the researcher read and reread the transcription in order to make the researcher was familiar with the data (Ary et al., 2010).
After the researcher was familiar with the data, coding and reducing the raw data was needed. According to Ary et al. (2010, p. 483), this is “the core of
qualitative analysis”. The first step is bracketing the important interview data, so
the unrelated data of the interview would be eliminated. After reducing some unimportant parts in this research, the researcher coded the data. Ary et al. (2010) state that “coding is about developing concepts from the raw data” (p. 483).
• transcibe the audio recording of the interview
• read and reread the transciption
Familiarizing and Organizing
• summarize the data
• identify certain utterance of the data with appropiate code
Coding and Reducing
• categorize the similar code
Thematizing
• explain the data with related theories
• describe the data acquisition into a narrative
Hence, the researcher identified the certain utterance of the interviewees which was suitable with priori concepts derived from the literature that are used as code with appropriate code (Ary et al., 2010).
Table 3.1 Table of Coding
Codes Utterance Sub-theme
Below is the priori concept that the researcher highlighted from the researcher’s
understanding toward the theories.
Table 3.2 Component and Indicators
Construct Indicators
Teacher’s Professional Identity - Having an education to educate learners (HEE)
- Being able to identify skills that will be used to face the challenges in life (AIS)
- Being able to utilize available opportunity (AUO) - Having life skills that enable him/her to interact
well in the society (HLS)
- Having commitment to the profession (HC) - Recognizing the self-characteristics (RSC) - Recognizing the self-role (RSR)
- Having self-reflection (HSR)
- Having reflective awarenes to values, beliefs, feeling, and teaching practices (HRA)
Teacher professional identity is the understanding of self as teachers by being aware to the value, belief, feeling, and teaching practices.
Professional Teachers - Understanding (appyling) the four competencies: pedagogy, personal, professional, and social (UC)
- Developing knowledge and understanding (DKU)
- Being a reflective decision maker (RDM) - Being able to motivate students (AMS)
- Being able to relate personal lives in class (ARP) - Having critical thinking (HCT)
Professional as teachers includes how teachers maintain the skills and interact with students, and value the profession as the facility to achieve meaningful learning.
- Maintaining self-awareness (MSA)
Constructing a positive sense of “self” helps the
students to identify the development of their professional identity formation.
(Adapted from Senge, 2000; Lerseth, 2013; Gee, 2000; Antonek, 1997; Mulyasa, 2008; Sedker & Sedker, 1997; Nias, 1996; Gecas & Schwalbe, 1983; Bandura, 1989; Marylène
Gagné & Deci, 2005; Cast & Burke. 2002; Pyszczynski & Greenberg, 1987)
The third stage is thematizing. This is a major idea formation of the coding result (Creswell, 2012). In this stage, the researcher categorized the similar code to be discussed. In the other words, the researcher specified the indicators into certain themes by interconnecting the sub-themes obtained from each participant.
Table 3.3 Table of Interconnecting Sub-theme
Sub-theme Theme
The last stage is interpreting and representing. Ary et al. (2010) define interpretation as “bringing out the meaning, telling the story, providing an explanation, and developing plausible explanations” (p. 490). Interpreting reflects on the data of the participants and important understanding from its data. This is to take the essence of the data. After interpreting, the researcher represented the data in a form of narrative. The researcher also mentioned the chosen utterances which were related to the context and gave further explanation.
While analyzing the data, the researcher also validated the data. The data was validated by using internal member and external auditors checking strategy. The researcher did internal validation. Through self-reflection, the researcher validated the data. The researcher’ perceptions about the topic discussed might
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher presents the findings of the study which have been gathered using focus group interview. The findings of this research are to answer the research question “how did the students of PPG Program batch 2016 form their teacher professional identity?” There are three parts in this chapter, namely text acquisition, text description, and interpretation.
A. Text Acquisition
In this part, the researcher explains how the data was acquired. There are two main points to be discussed. First, participants’ story which discusses the background of the participants. Second, data acquisition which explains how the researcher obtained the data to be analyzed.
The participants of this research were three students of PPG Program batch 2016. In gathering the information, the researcher conducted two focus group interviews.
Table 4.1 Research Participants Participant Gender Origin
1 male Atambua, NTT
2 female Alor, NTT
3 female Kupang, NTT
during PPG Program in ELESP USD. The big gap of learning process between their previous study and their study in PPG Program affected themselves to develop. The feeling of being inferior also happened to them. However, they have shared the same experiences in which they become motivated and be able to reflect their experience when they studied in NTT, joined SM-3T and PPG Program. In the process of becoming, they could realize that they should have high motivation in order to be a great teacher.
After finding appropriate participants, the researcher gathered components and indicators from the theories proposed in this research (see Table 3.1) which would help the researcher to code and find the meaning of the interviews result. Further, the researcher constructed the interview questions. This was guidelines for the researcher to gather the data and the participants were allowed to articulate what was in their mind related to their professional identity, especially how they learned from experiences which helped them to form their professional identity. Below is the table of interview guidelines:
Interview Guidelines FGI 1
1. The experiences of learning for bachelors degree in NTT 2. The motivation of learning in PPG Program
3. The experiences of teaching in 3T
4. The reasons of joining SM-3T and PPG Program 5. The vision of being English teacher
FGI 2
1. The students’ knowledge about PPG Program 2. The feelings of joining PPG Program in ELESP USD 3. The expectations of joining PPG Program
4. The experiences of learning in PPG Program which affect professionalism as teachers
5. The new experiences happened during PPG Program in ELESP USD
This framework of guidelines helped the researcher to guide the participants to explore what is in their mind.
In gathering the data, the interviews were well-conducted since the participants kindly cooperated with the researcher. After conducting the focus group interviews, the researcher transcribed the recording data and directly confirmed the result of the transcription to the participants. Then, the researcher coded the transcription to determine the sub-theme. The sub-theme helped the researcher to obtain the developed themes.
Figure 4.2 Text Acquisition
In identifying the sub-themes, the researcher focused on understanding participants’ perspectives toward the topic or the essence of what the participants’
talked about. The example of coding process as follows: 1 • transcribing
2 • coding
3 • sub-themes
4
• interconnecting themes
5 • emergent themes
Table 4.2 Sub-theme Identification
Codes Description Line Sub-themes HSR
HC HSM
Ya, saya sadar bahwa saya Sarjana Pendidikan Bahasa Inggris dan itu berarti bahwa kedepannya itu ilmu yang sudah saya dapat itu harus saya terapkan, harus saya bagikan dengan peserta didik saya nanti. Ketika saya mendapat kesempatan untuk belajar di Sanata Dharma, untuk melanjutkan program PPG, saya menyadari betul bahwa saya sangat kurang dalam kemampuan berbahasa Inggris saya, mungkin saya bandingkan dengan teman-teman yang disini. Dan saya merasa termotivasi untuk bisa meningkatkan kemampuan saya karena saya ingin ketika saya kembali ke daerah, saya bisa membagikan ilmu yang saya dapat di Sanata Dharma. Supaya murid-murid saya disana, ya pengetahuan mereka tidak sama seperti saya. Artinya wa ktu dulu saya masih SMA, atau SMP, waktu saya masih kuliah, itu pengetahuan saya kurang, tetapi dengan mendapat kesempatan disini untuk belajar, saya ingin memotivasi diri saya dengan lingkungan yang ada di Sanata Dharma ini untuk bisa meningkatkan kemampuan berbahasa Inggris saya agar kembali ke sana saya bisa memberikan sesuatu yang bernilai untuk murid di sana sehingga mereka bisa berkembang dengan lebih baik.
I realize, I am a bachelor of English Education in which the knowledge I got, should be applied and shared to my students later on. When I was studying in Sanata Dharma during PPG Program, I realize that my English skills are not good enough. However, I am motivated to enhance my knowledge because when I come back to my place, I can give or share what I have got in Sanata Dharma. Hence, my students will not experience the same thing with me. I did not have sufficient knowledge when I was SMP, SMA, and studying in university. Yet, my experience of studying here motivates me to enhance my English knowledge so that I can give something valueable for my students to develop.
(P1, FGI-1, p. 68)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Professional identities
he is English Education graduates so that he should have English knowledge in order to teach the students. In this view, he has responsibility on his title. The code of HC is seen from 32-34 which stated that P1 wanted to go back to his place, devoting himself as a teacher. There is a commitment and consistency of what he has studied to the profession which is related to his study. The last code, HSM is seen from 36-39. In this statement of P1, it is stated that the motivation came from his awareness to his experiences when he studied in NTT. He hoped the students to experience good learning process.
In the process of coding, it was possible to have more than one code since the code represented what the participants talked about in more detail. Conversely, the sub-themes obtained were from what the participants talked in general, which represented the code. However, in order to get the sub-theme of the description, the researcher deduced the description. The codes obtained were to help the researcher to conclude the meaning of the participants’ thought.
After determining the sub-themes of each description, the researcher categorized the sub-themes. The researcher listed the sub-themes obtained from each participant (interconnecting sub-theme) and the next step was to find the developed theme based on the sub-themes. The theme was determined as general classification from sub-themes.
B. Text Description
This part describes participants’ background from the focus group interviews which includes participants’ understanding, feelings, and experiences
during their process of becoming. Those backgrounds can affect their process of professional identities formation. The findings are described in a story containing
participants’ personal identities toward their self-construction and being a
professional teacher. 1. Self-construction
Coming from having difficult experiences of becoming a teacher, P1, P2, and P3 constructed themselves with their own ways. With consciousness or not, they have constructed their professional identity, especially in how they look into themselves as a person with their journey of becoming in recent years. Their reflection of what they have experienced led them to the commitment of becoming a teacher.
a. Participant 1
Atambua, NTT. He lives with his uncle and aunt to study. Actually, being an English teacher was not what P1 has planned even he did not plan to continue his study to university. This kind of situation affected his learning process when he finally decided to continue the study. However, some problems arose during the learning process because he did not prepare himself to study in the higher education. As a result, at the beginning of his college life, he could not adapt well and encountered some difficulties during the learning process. The lack of facility was also the problem for him; the lecturers did not give sufficient English language comprehension and explain more detail about the knowledge given. It made P1 did not understand about the material. Moreover, there was limited internet access to support the study.
Thus, to overcome his difficulties in understanding the knowledge, he asked his friends about the material. When he did some assignments, he asked his friend for a help. The discussion made him ended up with making group learning. Even though he realized that he was not good in English, P1 reflected that he should handle his problem in learning.
“... saya menyadari bahwa saya pilih bahasa Inggris bera rti saya harus,
meskipun pengetahuan dasar saya kurang, tetapi saya harus berusaha untuk mendalami itu karena bahasa Inggris
